Prof.    A. P.   Lange 


Education  JJepi;. 


Prof.    A. P.   Lange 


Education  Juepi: 


HOW  TO   TEACH   AMERICAN  HISTORY 


THE  MACMILLAN  COMPANY 

NEW  YORK   •    BOSTON   •    CHICAGO  •    DALLAS 
ATLANTA   •    SAN   FRANCISCO 

MACMILLAN  &  CO.,  LIMITED 

LONDON   •    BOMBAY  •    CALCUTTA 
MELBOURNE 

THE  MACMILLAN  CO.  OF  CANADA,  LTD. 

TORONTO 


HOW  TO  TEACH 

AMERICAN    HISTORY 


A  HANDBOOK 

FOR 

TEACHERS  AND  STUDENTS 


BY 


JOHN   W.  WAYLAND,  PH.D. 

PROFESSOR   OF    HISTORY    AND    SOCIAL    SCIENCE,    STATE 
NORMAL    SCHOOL,    HARRISONBDRG,    VIRGINIA 


gorfc 
THE   MACMILLAN   COMPANY 

LONDON:  MACMILLAN  &  CO.,  LTD. 
1914 

All  rights  reserved 


COPYRIGHT,  1914, 
BY  THE  MACMILLAN  COMPANY. 


Set  up  and  electrotyped.     Published  November,  1914. 


J.  8.  Gushing  Co.  —  Berwick  &  Smith  Co. 
Norwood,  Mass.,  U.S.A. 


THIS    BOOK    IS    DEDICATED    TO 

MY  PUPILS 

WHO  HAVE  HELPED  TO  MAKE  IT 

AND   WHO   HAVE   MADE 

THE  TASK  A  JOY 


557N1 ; 


PREFACE 

THIS  volume  is  intended  for  use  as  a  textbook  in 
normal  schools,  teacher-training  classes,  and  teachers' 
institutes,  and  as  a  handbook  for  the  teacher  and  stu 
dent  in  school  or  at  home.  The  principles  discussed 
are  believed  to  be  true  of  history  in  general,  but  the 
application  throughout  has  been  made  to  American 
history  and  to  the  study  and  teaching  of  history  in 
American  schools. 

An  effort  has  been  made  to  have  the  style  simple 
and  intelligible.  Technical  terms  not  well  settled  in 
common  usage  have  been  avoided.  A  rather  close  and 
logical  classification  by  chapters  has  been  attempted, 
and  the  book  lists  have  been  classified  and  distributed. 
It  has  been  my  aim  throughout  to  give  in  the  book  lists 
and  footnotes  information  of  practical  value  and  to 
place  it  where  it  can  be  found  conveniently.  It  is 
hoped  that  the  complete  index  appended  will  be  found 
a  useful  feature. 

The  methods  herein  suggested  are  an  outgrowth  of 
practice,  and  have  been  proved  in  the  experience  of 
capable  teachers  and  students  of  history  in  many  parts 
of  the  country.  The  portions  of  the  book  for  which 
the  author  ventures  to  claim  more  or  less  originality, 
for  example,  Chapters  IV,  XIV,  XVII,  XIX,  XX, 
XXIV,  XXVI,  XXVIII,  XXX,  are  no  exception  to 
this  rule ;  for  they  have  all  been  evolved  from  actual 

vii 


viii  PREFACE 

classroom  experiment,  most  of  them  by  what  may 
properly  be  termed  the  laboratory  process. 

Special  emphasis  has  been  placed  upon  the  moral 
values  of  history  in  normal  social  relations.  Conse 
quently  the  principles  acknowledged  are  those  that  are 
constructive  rather  than  destructive.  The  heroes  ex 
tolled  and  the  victories  cheered  are  those  of  peace 
rather  than  those  of  war ;  and  the  "  brave  at  home " 
are  given  due  recognition. 

It  is  suggested  that  teachers  may  find  it  desirable  to 
introduce  the  matter  of  Chapter  XXVII  near  the  be 
ginning  of  a  course  of  instruction. 

Special  obligation  is  acknowledged  to  my  friend, 
Miss  Yetta  S.  Shoninger,  B.S.,  of  the  George  Peabody 
College  for  Teachers,  Nashville,  Tennessee,  for  valu 
able  suggestions  regarding  the  treatment  of  certain 
topics,  and  to  Miss  Elizabeth  P.  Cleveland,  A.B.,  one 
of  my  colleagues  in  the  State  Normal  School,  Harrison- 
burg,  Virginia,  for  helpful  criticisms  regarding  form 
and  for  aid  in  reading  proof. 

For  various  appreciated  favors  grateful  acknowl 
edgment  is  made  also  to  the  following :  Miss  Beulah 
Wardell,  M.A.,  Columbus,  Ohio;  Professor  E.  M.  Vio- 
lette,  First  District  Normal  School,  Kirksville,  Mis 
souri  ;  Dr.  Frank  A.  Magruder,  Princeton  University ; 
President  John  Preston  McConnell,  State  Normal 
School,  East  Radford,  Virginia. 

JOHN  W.  WAYLAND. 

HARRISONBURG,  VIRGINIA, 
July  20,  1914, 


CONTENTS 

CHAPTER  PAGE 

I.    Two  PRELIMINARY  QUESTIONS       ....  1 

II.     THE  MEANING  OF  HISTORY 10 

III.  SUBJECTS  CLOSELY  RELATED  TO  HISTORY    .        .  17 

IV.  IMPORTANT  AIMS  IN  THE  TEACHING  OF  HISTORY  32 
V.     A  SURVEY  OF  THE  HISTORICAL  FIELD          .        .  45 

VI.     THE  PLACE  AND  TIME  TO  BEGIN  THE  STUDY  OF 

HISTORY 52 

VII.     HISTORY  IN  THE  GRADES        .....  60 
VIII.     A   SUMMARY  OF   AIMS   AND   METHODS   FOR  THE 

GRADES 98 

IX.    HISTORY  IN  THE  AMERICAN  HIGH  SCHOOL  .        .  106 
X.     HISTORY  IN  THE  AMERICAN  NORMAL  SCHOOL      .  114 
XI.     THE  USE  OF  THE  HISTORY  STORY  IN  THE  TEACH 
ING  OF  HISTORY 126 

XII.     HISTORY  IN  BIOGRAPHY 143 

XIII.  DRAMATICS  AS  A  METHOD  OF  TEACHING  HISTORY  152 

XIV.  THE    VISUAL    APPEAL    IN    THE    TEACHING    OF 

HISTORY 161 

XV.     HELPING  THE  PUPIL  TO  STUDY      ....  169 

XVI.     THE  DYNAMICS  OF  HISTORY-TEACHING         .        .  182 

XVII.     WHY  SOME  PUPILS  DISLIKE  HISTORY   .        .        .  189 

XVIII.     WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS        .  196 

XIX.    MAKING  AND  USING  HISTORY  QUESTIONS     .        .  212 

XX.    GRADING  Quiz  PAPERS  AND  EXAMINATION  PAPERS  225 


X  CONTENTS 

CHAPTER  PA6K 

XXI.  THE  USE  AND  THE  ABUSE  OF  DATES        .        .  235 

XXII.  THE  VALUE  or   NATIONAL  AND  STATE   SONGS  244 

XXIII.  SOURCE  BOOKS  AND  SOURCE  MATERIALS    .        .  251 

XXIV.  ON  VOYAGES  OF  DISCOVERY        ....  257 
XXV.  MNEMONIC  DEVICES 263 

XXVI.  DEVICES  FOR  REVIEW  AND  RECREATION    .        .  271 

XXVII.  HISTORY  NOTEBOOKS 279 

XXVIII.  THE  TEACHER'S  LESSON  PLAN    .        .        .        .291 

XXIX.  THE  TEACHER'S  NEED  TO  KNOW  BOOKS    .        .  308 

XXX.  THE  TEACHER'S  NEED  TO  KNOW  HIMSELF        .  318 

INDEX  325 


HOW  TO  TEACH  AMERICAN  HISTORY 


HOW  TO  TEACH  AMERICAN  HISTOEY 

CHAPTER  I 

TWO  PRELIMINARY  QUESTIONS 

WE  spend  so  much  time  and  energy  on  the  "  What " 
and  the  " Where"  and  the  "When"  of  history,  as 
well  as  of  other  things,  that  we  often  forget  or  neglect 
the  "How"  and  the  "Why."  All  are  important, 
and  each  must  receive  due  attention  in  its  place; 
but  now  let  us  consider  briefly,  in  an  introductory 
way,  the  "How"  and  the  "Why." 

Why  study  history.  —  First,  we  should  study  it,  let 
us  say,  for  the  pleasure  of  it.  Most  things  that 
most  people  do,  when  they  act  upon  choice,  are 
done  for  this  reason.  It  may  not  be  the  best  reason, 
but  it  is  compelling  in  its  appeal  and  universal  in  its 
scope.  If  the  pleasure  sought  or  found  is  clean  and 
wholesome,  then  the  reason  is  good.  Normal  pleas 
ure,  like  springtime  and  youth,  gives  health  to  the 
body  and  growth  to  the  spirit.  The  pleasure  that 
comes  with  the  study  of  history  is  like  the  pleasure 
of  travel,  which  fills  the  eye  with  ever  changing  won 
ders  ;  or  like  the  fascination  of  the  drama,  which  lifts 

B  1 


2  HOW  TO  TEACH  AMERICAN  HISTORY 

the  far-flung  curtain  on  a  world  stage,  and  presents 
before  our  eyes  the  Esthers,  the  Caesars,  the  Alfreds, 
the  Shakespeares,  and  all  the  people,  in  habit  and  in 
action. 

Second,  we  should  study  history  for  the  knowledge 
it  supplies.  Consciousness  of  intelligence  and  knowl 
edge  increases  one's  proper  confidence,  and  heightens 
one's  legitimate  pleasures.  Knowledge  is  the  light 
of  the  soul,  and  only  those  souls  that  are  born  of 
the  night  can  be  satisfied  in  the  narrow  cells  of  igno 
rance.  The  great  decree,  "Let  there  be  light,"  was 
spoken  not  to  the  world  of  material  chaos  alone,  but 
to  the  world  of  potential  consciousness  as  well.  The 
desire  to  know  is  strong  in  every  healthy  mind,  and 
this  desire  is  justified  by  an  eternal  right.  History 
is  one  of  the  great  doors  through  which  the  soul 
goes  out  seeking  and  finding  knowledge. 

Third,  we  should  study  history  as  an  aid  to  the 
appreciation  of  other  things.  The  young  lady  who 
said,  "I  like  history  because  I  am  very  fond  of  read 
ing,  and  history  helps  me  to  understand  and  enjoy 
what  I  read,"  gave  a  good  reason.  History  enriches 
literature,  it  explains  civil  government,  it  justifies 
social  institutions,  it  gives  character  to  art,  speech 
to  architecture,  and  accompaniment  to  music.  It 
teaches  a  thousand  years  of  progress  in  a  single 
arch  or  column,  and  unfolds  the  story  of  a  race  in 
the  meaning  of  a  word.  It  lifts  the  vision  to  a 
mountain-top,  and  there  points  down  upon  the  mov- 


TWO  PRELIMINARY  QUESTIONS  3 

ing  ages.  The  family  grows  large  in  history;  the 
church  comes  to  adorn  herself  with  humility  and 
charity;  the  state  proves  the  need  of  justice  and 
equity ;  and  the  school  emerges  as  the  fundamental 
rector  of  society.  Geometry,  physics,  chemistry,  and 
medicine  are  all  well  clad  in  the  robe  of  history. 
The  Roman  law  in  Louisiana  and  the  German  law 
in  England  are  anomalies  until  history  uncovers  the 
winding  ways  of  the  past.  Shakespeare  is  only  half 
understood  and  Milton  speaks  in  an  unknown  tongue 
till  Clio  unfolds  her  wondrous  parchment  and  be 
comes  interpreter.  Then  strange  words  have  mean 
ing,  and  old  words  count  double.  Then  the  masters 
speak  in  our  own  familiar  tongue,  and  we,  delighted, 
listen. 

Fourth,  we  should  study  history  as  a  means  to  a 
better  understanding  of  ourselves.  "  Know  thyself  " 
was  inscribed  over  the  main  entrance  to  the  temple 
at  Delphi,  and  all  the  history  of  the  world  seems  to 
be  written  as  an  aid  to  him  who  endeavors  to  obey. 
When  the  heathen  said  that  that  command  came 
down  from  heaven,  they  spoke  better  than  they 
knew.  It  is,  indeed,  divine.  Being  divine,  it  must 
be  heeded ;  and  obedience  is  blessed.  History  teaches 
a  man  how  small  he  is  by  showing  him  so  many 
greater.  It  teaches  him  how  great  he  may  be  by 
showing  him  what  less  favored  men  have  done.  It 
purges  him  of  conceit  by  revealing  his  fancied  origi 
nality  as  a  commonplace  of  centuries  gone.  It  over- 


4  HOW  TO  TEACH  AMERICAN  HISTORY 

throws  his  dogmatism  by  proving  to  him  that  other 
men  no  less  honest  than  he,  and  much  wiser,  have 
been  mistaken  in  their  judgments.  It  convinces 
him  that  he  did  not  begin  with  himself,  and  that  he 
cannot  end  with  himself ;  that  the  most  he  has 
others  have  given  him ;  that  the  most  he  knows  others 
have  taught  him ;  and  that  all  he  can  do  he  owes  to 
others.  History  helps  him  to  see  himself  as  one 
among  countless  millions,  yet  it  brings  him  to  know 
himself  as  a  man,  in  whom  is  potentially  every 
power,  feeling,  thought,  and  achievement  that  any 
man  has  ever  had,  felt,  known,  or  done. 

Fifth,  we  should  study  history  to  broaden  and 
quicken  our  sympathies  with  others.  As  we  learn 
to  know  ourselves  we  are  brought  into  closer  touch 
with  our  fellows,  whether  of  this  age  or  of  other  ages. 
As  we  begin  to  know  ourselves  as  men  and  women, 
we  begin  to  understand  other  men  and  women,  whom 
we  soon  recognize  as  our  kinsfolk.  From  the  primi 
tive  sense  of  the  family  bond,  we  soon  perceive  the 
cosmopolitan  circle,  and  say  for  ourselves :  "  Being 
human,  no  human  being  is  altogether  a  stranger  to 
me."  I  have  a  little  more  charity  for  the  crimson- 
handed  worshipers  in  the  dark  forests  of  Germany 
when  I  remember  that  my  ancestor  was  there,  and 
that  he  probably  forged  the  blade  with  which  the 
victims  were  slain.  I  can  understand  a  little  better 
the  swift  fierceness  of  the  Viking  when  I  see  that  he 
was  seeking  a  home  for  my  mother's  children.  I 


TWO  PRELIMINARY  QUESTIONS  5 

feel  a  little  nearer  to  my  neighbor  here  and  now 
because  history  reveals  to  me  that  we  were  brothers 
just  a  few  generations  ago,  and  sat  around  the  same 
hearth  fire  yonder. 

I  count  every  man  a  little  braver  because  John 
Hampden  and  Walter  Reed  were  men ;  every  maid 
a  little  truer  because  Grace  Darling  and  Elizabeth 
Zane  were  maids ;  and  every  woman  a  little  nobler 
because  Cornelia  and  Mary  the  mother  of  Washing 
ton  were  women.  The  laughter  of  Sarah,  the  senti 
ment  of  Ruth,  the  vanity  of  Darius,  the  hate  of  Elec- 
tra,  the  frugality  of  Charlemagne,  the  wrath  of 
William,  the  deceitfulness  of  Elizabeth,  and  the  tears 
of  Marie  Antoinette  bring  the  races  and  the  ages 
nearer  together ;  for  a  "  touch  of  nature  makes  the 
whole  world  kin."  If  drama  be  a  mirror  to  nature, 
history  is  its  sympathetic  system. 

Sixth,  we  should  study  history  to  make  us  more 
efficient  citizens.  "  History  for  its  own  sake  "  is  as 
incomprehensible  as  "  knowledge  for  its  own  sake.7' 
If  knowledge  for  self  is  selfish,  knowledge  for  itself 
is  absurd.  It  is  knowledge  for  service  that  is  wisdom. 
As  a  great  American  educator  has  recently  put  it, 
"  Scholarship  and  knowledge  fulfill  themselves  only 
in  service  to  men." 1 

History  for  self  is  selfish ;  history  for  itself  is  ab 
surd.  History  for  efficiency  in  service  to  home  and 
church  and  state,  in  the  present  and  for  the  future, 

1  President  Edwin  A.  Alderman. 


6  HOW  TO  TEACH  AMERICAN  HISTORY 

is  history  worth  while.  The  study  of  history  should 
make  the  citizen  more  intelligently  patriotic,  and 
increase  his  capacity  for  all  healthy  sentiment.  It 
should  enlarge  his  powers  for  social  influence  and 
constructive  statesmanship.  It  should  give  him 
aggressive  confidence,  balanced  by  judicial  caution. 
It  should  make  him  a  seeker  after  the  truth  and  the 
right  in  every  public  question,  rather  than  a  partisan 
vendor  of  arguments.  It  should  give  him  breadth 
and  perspective,  and  at  the  same  tune  give  him  pene 
tration  and  skill  in  particular  cases. 

How  to  study  history.  —  This  is  a  subject  which 
we  should  study  with  enjoyment,  as  something  fasci 
nating;  with  discernment,  as  something  profound; 
with  reverence,  as  something  bequeathed  the  race  in 
sacred  trust ;  with  intense  earnestness,  as  something 
vital  to  the  welfare  of  society. 

Let  the  child  study  history  at  home,  in  his  own 
family.  Perhaps  the  house  he  lives  in  has  a  history. 
Perhaps  his  father  or  his  grandfather  has  done  or 
knows  something  of  historical  significance.  There 
may  be  some  old  land  patents,  beautifully  written 
on  parchment  now  yellow  with  age,  in  that  old  desk. 
There  may  be  files  of  an  old  newspaper,  almost  price 
less  now,  stored  away  in  the  attic.  In  yonder  an 
cient  chest  are  almost  certainly  some  old  letters 
written  from  Manassas  in  '61,  from  California  in  '49, 
or  from  the  falling  cities  in  '37.  That  old  diary  is 
now  a  treasure  house  of  long-forgotten  facts,  and  that 


TWO  PRELIMINARY  QUESTIONS  7 

old  relic  may  recall  the  story  of  thrilling  days  and 
deeds.  Let  all  these  sources  and  resources  of  the 
child's  home  be  utilized  to  wake  up  and  lead  out  the 
child's  spirit.  It  will  answer  to  these  voices  of  the 
past,  for  they  speak  in  familiar  tones. 

Having  had  his  historical  spirit  and  instincts 
awakened  at  home,  the  child  will  readily  adopt  the 
methods  of  the  school.  The  teacher  should  take 
account  of  what  the  child  has  already  done  and 
learned,  or  failed  to  do  and  learn.  An  appreciation 
of  what  he  has  will  make  him  appreciate  what  the 
teacher  offers,  and  soon  the  resources  of  the  school 
will  be  seized  upon  with  eagerness. 

From  the  school  it  is  an  easy  step  to  the  surround 
ing  neighborhood.  Let  the  teacher  and  the  class 
find  the  oldest  house  in  town,  and  ascertain  its 
history.  If  the  town  is  a  county-seat,  the  public 
records  to  be  found  there  will  prove  rich  and  inter 
esting.  Probably  in  the  nearest  cemetery  is  the 
grave  of  some  noted  man  or  woman ;  and  almost 
certainly  there  is  some  historic  spot  in  the  neighbor 
hood  that  ought  to  be  visited  and  marked  before  the 
very  place  is  lost.  Frequently  patriotic  societies 
offer  prizes  for  essays  on  historical  characters  and 
subjects,  and  these  may  be  made  the  means  of  in 
ducing  a  whole  class  or  a  whole  school  to  undertake 
special  studies  of  interest  and  value.  It  may  be  that 
some  person  in  the  community  has  published  a  book 
or  paper  of  historical  content.  If  so,  such  publica- 


8  HOW  TO  TEACH  AMERICAN  HISTORY 

tion  should  be  made  familiar  in  the  school,  and  the 
author  secured  to  address  the  history  classes. 

The  story  of  one's  home  and  family,  his  town, 
his  neighborhood,  his  county,  may  not  be  history 
in  the  sense  demanded  by  the  critics ;  but  it  is  a  be 
ginning;  and  history,  like  charity,  may  well  begin 
at  home.  Beginning  at  home,  the  student  will  go 
abroad  with  interest,  intelligence,  and  appreciation. 
Moreover,  the  principles  of  history  and  of  historical 
study  are  all,  or  nearly  all,  truly  illustrated  in  small 
circles  and  in  small  events  as  well  as  in  large  circles 
and  great  events. 

Let  the  student  of  history  not  only  acquaint  him 
self  with  the  facts  that  are  common  knowledge,  but 
also  add  to  the  store  by  every  possible  discovery. 
And  let  it  be  part  of  his  business  to  preserve  what  is 
in  danger  of  being  lost,  as  well  as  to  discover  what 
has  hitherto  been  unknown. 

Finally,  let  him  aim  continually  at  tracing  the 
past  into  the  present ;  that  is,  to  show  how  and  in 
what  measure  past  events,  conditions,  and  move 
ments  have  registered  themselves  in  our  existing 
customs,  laws,  character,  and  institutions.  He  must 
do  this  to  understand  the  things  and  the  people  about 
him.  Whether  he  begin  with  the  present  and  go 
backward,  or  begin  with  the  far-away  past  and  come 
forward,  he  should  have  always  the  consciousness 
that  in  history  there  is  a  unity  and  a  continuity 
that  cannot  be  broken  except  with  loss.  There  may 


TWO  PRELIMINARY  QUESTIONS  9 

be  many  inhabited  globes,  but  the  earth  is  one,  and 
the  people  upon  it  are  in  all  essentials  one;  and 
their  story,  with  its  many  plots,  counterplots,  and 
episodes,  is,  after  all,  one  story.1 

1  "The  Reconstruction  of  History  Teaching,"  by  J.  M. 
Gathany,  in  Education  for  June,  1914,  will  be  read  with  interest 
in  connection  with  this  chapter. 


CHAPTER  II 

THE  MEANING  OF  HISTORY 

HISTORY  is  not  merely  a  collection  of  dates ;  it  is 
not  a  field  of  disjointed  dry  bones ;  it  is  not  even  or 
altogether  a  series  of  pretty  stories.  And  yet  all 
these  things  enter  into  history,  each  contributing 
its  share  of  color  or  character  or  place. 

Dates  make  up  a  sort  of  geometry  of  time.  With 
out  them  the  ages  would  be  not  only  boundless,  but 
also  without  proper  division  and  adjustment.  The 
relentless  flood  of  years,  like  the  dark  flood  of  the 
Nile,  would  sweep  away  the  landmarks,  one  by  one, 
and  leave  the  mind  of  man  a  wanderer  upon  the  un 
marked  waste.  Chronology,  therefore,  is  to  the 
historian  what  geometry  is  to  the  Egyptian.  Both 
are  necessary,  yet  chronology  is  not  history  any  more 
than  geometry  is  Egypt.  The  street  numbers  are 
not  the  city ;  yet  a  city  without  street  numbers  would 
approximate  a  history  without  dates. 

The  paths  across  the  western  plains  in  early  days 
were  bordered  with  disjointed  bones  and  pieces  of 
broken  wagons.  In  these  were  written  the  records 
of  a  stirring,  striving  past.  Each  whitened  fragment 
held  its  story,  heroic  and  tragic.  Yet  these  scat- 

10 


THE  MEANING  OF  HISTORY  11 

tered,  voiceless  fragments  were  neither  attractive 
nor  intelligible.  A  vital  power  must  breathe  upon 
them ;  a  prophet's  wand  must  touch  them ;  then 
they  take  form  and  motion,  an  exceeding  great  army. 
Then  the  martyrs  of  a  time,  the  pathfinders  of  a 
people,  the  heralds  of  an  empire  pass  and  speak 
before  us.  History  is  not  dry  bones ;  neither  are 
dry  bones  history;  but  when  the  prophet  comes, 
when  the  true  historian  walks  upon  the  plain,  the 
dead  past  stirs  and  leaps  into  the  living  present. 

History  stories  have  a  charm,  a  value,  and  a  place 
in  our  work,  even  though  they  are  not  history  in  the 
scientific  sense.  They  give  color  to  the  whole  hori 
zon,  and  induce  the  eager  youth  to  hasten  toward  the 
realms  of  light,  to  climb  upon  the  heights,  and  there 
to  see  the  long  procession  of  the  ages  coming  from  the 
distant  East.  We  shall  find  much  need  for  history 
stories  as  we  proceed  in  this  study ;  let  us,  therefore, 
not  reject  them,  even  though  they  are  not  strictly 
history. 

Let  us  open  our  eyes  to  the  fact  that  history  is  not 
a  small  subject.  Let  us  forever  quit  talking  about 
"  finishing  "  English  history,  for  example,  in  a  year. 
Let  us  quit  thinking  that  eight  years  in  the  grades 
and  one  more  year  in  the  high  school  are  too  many 
to  give  to  the  study  of  United  States  history.  Let 
us  recognize  the  impossibility,  even  by  the  magic  of 
scientific  classification,  of  compassing  or  compre 
hending  in  a  brief  lifetime  all  that  it  has  taken  mil- 


12         HOW  TO  TEACH  AMERICAN  HISTORY 

lions  of  men  and  women,  living  and  striving  and 
suffering  and  conquering  for  uncounted  centuries, 
to  work  out.  Let  us  not  imagine,  when  we  have  read 
a  dozen  or  two  books  of  history,  that  we  have  done 
more  than  make  a  beginning  upon  the  thousands  of 
books  already  written,  or  the  thousands  more  that 
might  be  written. 

Again,  let  us  not  imagine  that  history  is  an  easy 
subject  —  so  easy  as  not  to  deserve  our  best  effort 
or  require  the  exercise  of  our  highest  powers.  His 
tory  has  easy  phases,  easy  stages,  and  may  be  in 
troduced  to  children  to  their  keen  delight ;  but 
history  in  its  entirety  presents  the  profoundest  phi 
losophy  of  human  life  and  destiny.  It  has  had  as 
its  producers  the  mightiest  men  and  women  of  every 
nation,  and  it  has  engaged  the  growing  interest  of 
toil  and  genius  in  every  land  and  every  age.  The 
fact  that  it  is  not  an  exact  science  —  perhaps  no 
science  at  all,  as  yet  —  makes  its  demands  upon 
effort  and  reason  all  the  more  insistent.  The  fact 
that  it  foreshadows  so  wonderfully  the  destinies  of 
the  race  makes  its  claims  upon  us  compelling. 

History  is  a  great  and  vital  subject.  It  is  great 
for  the  reasons  already  indicated ;  it  is  vital  because 
it  is  ever  growing  and  because  our  interpretation  and 
application  of  history  mean  life  or  death  to  the  race. 

History  is  the  life  story  of  the  human  race.  It  is  a 
record  of  the  past  and  a  prophecy  for  the  future.  It 
is  like  the  stream  of  a  mighty  river,  in  that  it  has  a 


THE  MEANING  OF  HISTORY  13 

course,  a  direction,  an  onward  movement,  despite 
its  many  windings,  turnings,  and  eddies;  it  is  like 
the  life  of  every  full-grown  man,  in  that  it  presents  all 
the  stages  of  progressive  development,  from  child 
hood  to  perfect  manhood,  without  the  necessity  of 
death. 

The  story  of  history  is  ever  growing ;  the  stream 
of  history  is  ever  widening ;  the  life  of  which  it  tells 
is  ever  becoming  fuller  and  richer.  History,  to  be 
complete,  must  portray  and  interpret  this  life  in  its 
manifold  phases ;  it  must  not  neglect  one  phase,  nor 
emphasize  another  phase  unduly.  In  the  writing  of 
history  and  in  the  teaching  of  history  we  are  now 
coming  to  see  that  it  has  an  intellectual  phase,  a 
moral  phase,  a  religious  phase,  an  economic  phase,  an 
industrial  phase  —  many  social  phases  —  as  well  as 
a  military  phase  and  a  political  phase.  Peace  gives 
growth ;  anarchy  is  disease ;  war  is  bitter  medicine : 
these  are  some  of  the  truths  that  the  historian  is 
beginning  to  see  and  to  teach. 

The  editor  of  the  World's  Work  has  recently  put 
certain  facts  of  the  case  before  us  in  the  following 
good  form :  — 

''The  changes  in  our  economic  and  political  life  deserve 
much  more  attention  than  they  usually  get.  As  a  nation 
we  neglect  these  things.  As  children  we  are  taught  Ameri 
can  history  as  a  series  of  wars,  from  the  conflicts  with 
the  Indians  and  the  French,  down  through  the  Revolution, 
the  Mexican  War,  and  the  Civil  War  to  our  conquest  of 


14          HOW  TO  TEACH  AMERICAN  HISTORY 

the  Spanish  islands.  The  true  history  of  the  United  States 
is  a  succession  of  economic  and  political  steps,  here  and 
there  interrupted  by  war.  Our  more  serious  wars  have 
been  operations  on  the  body  politic.  They  have  come 
only  when  some  of  the  regular  machinery  of  progress  has 
broken  down  —  when  our  politics  and  industry  were  sick. 
And  the  convalescence  from  the  operation  of  war  has  been 
long  and  costly. 

"The  old  saying,  'Happy  is  the  nation  whose  annals 
are  few,'  is  true  when  you  think  of  annals,  as  most  of  our 
historians  do,  as  being  in  a  large  part  the  records  of  wars. 
But  wars  do  not  mark  the  progress  of  a  people.  They 
mark  their  worst  periods.  The  real  annals  of  a  people  are 
the  exploits  of  the  men  of  inventive  genius  and  con 
structive  minds  who  make  possible  the  ever-improving 
standards  of  life."  1 

Just  as  social  life  is  constructive,  so  history  is  a 
constructive  science,  and  accordingly  deals  properly 
with  constructive  rather  than  with  destructive  forces ; 
with  the  positive  rather  than  with  the  negative; 
with  the  normal  rather  than  with  the  abnormal. 
War,  for  example,  is  destructive,  abnormal.  It  is 
a  negative  value,  so  far  as  progress  is  concerned. 
The  causes,  the  real  character,  and  the  results  of  war 
may  be  studied  with  profit,  and  should  teach  the  na 
tions  wisdom;  but  to  waste  the  powers  of  history 
in  the  glorification  of  war  as  such  is  open  folly.  The 
biography  of  a  man  deals  naturally  with  his  healthy 

1  The  World's  Work,  August,  1913,  p.  363. 


THE  MEANING  OF  HISTORY  15 

working  years  and  his  positive  achievements ;  not 
with  his  days  or  weeks  of  illness  and  violent  delirium ; 
so  history  finds  its  proper  subject  matter  in  the 
"  years  of  noble  deeds  "  that  enrich  the  paths  of 
peace,  and  not  in  the  mad  carnage  of  rage  and  strife. 
History  is  properly  a  record  of  life  and  growth,  when 
strength  and  beauty  are  increasing,  and  the  state 
abounds  in  good  works.  Such  history  will  tend  to 
repeat  itself  as  the  world  grows  wiser. 

History  is  a  wondrous  chain,  in  which  the  links  are 
cause  and  effect,  forged  in  national  eras,  and  com 
posed  of  national  and  personal  achievements.  An 
event  without  a  cause,  a  force  without  an  effect,  is 
as  absurd  in  history  as  in  physics.  The  forces  of 
history  work  more  slowly  than  those  of  physics,  but 
no  less  surely.  The  sowing  determines  in  due  tune 
the  reaping  in  the  life  of  a  nation  as  well  as  in  the  life 
of  a  man.  This  fact  rings  a  warning ;  it  also  reveals 
an  inheritance.  We,  the  people  of  the  United  States 
of  America,  are  reaping  happy  harvests  every  year 
that  were  sown  across  the  seas  in  Greece,  in  Rome,  in 
Germany,  in  Britain.  Other  men  have  labored,  and 
we  have  entered  into  their  labors  —  in  benefit  as 
well  as  in  responsibility.  Not  a  single  link  in  the 
chain  is  altogether  lost  or  broken ;  but  some  are  of 
wood  and  stubble ;  some  are  of  brass  and  iron ;  some 
are  of  blood  and  sorrow ;  and  some  are  of  gold. 

History  is  not  only  recordation,  it  is  also  interpre 
tation.  It  records  facts  and  interprets  life.  In  its 


16         HOW  TO  TEACH  AMERICAN  HISTORY 

full  and  perfect  scope  it  begins  and  ends  in  moral 
values.  The  qualities  of  courage,  justice,  patience, 
industry,  and  self-sacrifice  that  distinguish  the  better 
makers  of  history  are  all  moral  qualities ;  and  the 
finest  results  that  we  seek  or  realize  from  the  making 
and  learning  of  history  are  those  that  are  registered 
in  personal  and  national  character.  Achievement, 
record,  interpretation,  application :  this  is  the  per 
petual  cycle  in  which  the  forces  of  history  move  as 
they  come  from  past  to  present,  and  go  from  present 
to  future.1 

1  In  the  American  Historical  Review,  July,  1913,  is  a  scholarly 
article  entitled,  "The  Interpretation  of  History,"  by  J.  T.  Shot- 
well. 


CHAPTER   III 

SUBJECTS  CLOSELY  RELATED  TO  HISTORY 

BRANCHES  of  learning,  like  men  and  women,  are 
found  naturally  in  groups ;  and  just  as  it  helps  us 
in  studying  a  man  to  know  something  of  his  kinsmen, 
so  in  studying  a  science  it  helps  us  to  make  use  of 
related  subjects.  We  must,  of  course,  beware  of  going 
too  far  afield,  and  we  must  not  confuse  so  many 
things  as  to  rob  all  of  distinctness ;  yet,  as  we  concen 
trate  attention  upon  the  subject  in  hand,  we  should 
give  occasional  and  due  recognition  to  those  related 
subjects  that  stand  nearest. 

History  depends  in  a  measure  upon  geography, 
and  is  vitally  related  to  literature,  music,  art,  civil 
government,  ethics,  sociology,  economics,  and  nat 
ural  science;  and  in  studying  it  we  may  profit 
largely  by  illustrating  it  with  handwork  of  various 
sorts. 

In  greater  or  less  degree  the  geography  of  a  country 
makes  its  history ;  and  nearly  every  great  event  and 
stirring  incident  is  associated  with  some  particular 
place.  This  association  should  always  be  strength 
ened  rather  than  weakened ;  and  the  bonds  should 
be  carried  over  from  both  sides.  The  teacher  of  his- 

c  17 


18         HOW  TO  TEACH  AMERICAN  HISTORY 

tory  should  make  a  bond  with  geography,  and  the 
teacher  of  geography  should  make  a  bond  with  his 
tory.  Unfortunately,  these  bonds  often  are  not 
well  tied,  or  they  are  neglected  altogether.  In  num 
berless  cases  it  has  been  observed  that  questions  in 
historical  geography  are  the  most  puzzling  of  all  to 
history  students.  I  fear  that  we  teachers  have  not 
been  doing  our  duty  here.  It  may  be  that  sometime 
the  ideal  textbook  will  be  written,  in  which  the 
things  that  belong  together  will  be  so  skillfully  and 
harmoniously  joined  that  no  man  can  put  them  asun 
der.  Then,  perhaps,  the  proper  association  of  his 
tory  and  geography  will  be  easy.  But  in  the  mean 
time  let  us  make  good  use  of  the  maps,  pictures,  and 
geographical  descriptions  with  which  our  history 
books  already  abound. 

It  is  in  the  study  of  industrial  history,  to  which  we 
are  giving  increasing  attention,  that  the  dependence 
of  history  upon  geography  becomes  most  obvious. 
Differences  over  great  questions  like  slavery  and  the 
tariff  have  depended  largely  upon  differences  in  geog 
raphy.  The  location  of  great  manufacturing  and 
commercial  cities  was  never  an  accident,  but  each 
place  was  marked  out  ages  in  advance  in  the  geog 
raphy  of  plain  or  river,  of  mountain  pass  or  ocean 
bay. 

When  we  speak  of  history  and  literature  we  are 
merely  turning  the  shield.  For  we  may  speak  of 
history  as  a  branch  of  literature,  or  of  literature  as  a 


SUBJECTS  RELATED  TO  HISTORY  19 

branch  of  history.1  We  may  not  so  often  study 
history  for  its  literary  value,  but  we  frequently  do 
study  literature  for  the  light  it  gives  to  history. 
Literature  helps  to  make  history,  and  history  helps 
to  explain  literature.  How  different  the  modern 
world  would  be  without  the  English  Bible  and  the 
poems  of  Milton ;  yet  how  little  could  we  under 
stand  or  appreciate  either  without  the  history  in 
them  and  around  them !  He  who  studies  literature 
without  having  his  ear  open  continually  to  the  voice 
of  history  limits  his  understanding  and  loses  half  his 
pleasure.  He  who  follows  the  path  of  history  without 
pausing  before  the  glowing  pictures  that  literature  has 
painted  robs  his  imagination  and  stifles  his  sentiment. 
The  teacher  must  not  confuse  fact  and  fiction,  nor 
use  a  novel  as  a  textbook ;  but  having  the  skeleton 
of  fact  well  set  up,  well  proportioned,  and  well  articu 
lated,  let  him  then  clothe  it  even  with  the  warm  flesh 
and  blood  of  poetry  and  fiction.  It  is  not  alone  what 
we  learn  that  is  valuable,  it  is  what  we  remember. 
Poetry  and  fiction  make  the  scene  and  the  character 
so  vivid  and  full  that  we  cannot  forget  them.  It  is 
not  alone  what  we  understand  that  is  helpful,  it  is 
what  we  feel  and  aspire  to.  Poetry  and  fiction  often 
become  the  oratory  of  history,  and  we  start  up  cry 
ing,  "  Let  us  march  against  Philip ;  let  us  conquer 
or  die !  " 

1  See  an  article  in  the  A  merican  Historical  Review,  April,  1913, 
entitled,  "History  as  Literature,"  by  Theodore  Roosevelt. 


20         HOW  TO  TEACH  AMERICAN  HISTORY 

John  Richard  Green,  in  discussing  a  certain  group 
of  Shakespeare's  plays,  says  :  — 

"  No  dramas  have  done  so  much  for  Shakspere's 
enduring  popularity  with  his  countrymen  as  these 
historical  plays.  They  have  done  more  than  all  the 
works  of  English  historians  to  nourish  in  the  minds  of 
Englishmen  a  love  of  and  reverence  for  their  country's 
past.  When  Chatham  was  asked  where  he  had  read 
his  English  history,  he  answered,  '  In  the  plays  of 
Shakspere.'  Nowhere  could  he  have  read  it  so  well, 
for  nowhere  is  the  spirit  of  our  history  so  nobly  ren 
dered."  1 

If  we  are  concerned  about  the  spirit  as  well  as  the 
letter  of  our  history,  we  cannot  afford  to  neglect  the 
best  incarnations  of  that  spirit.  American  students 
and  teachers  are  fortunate  here  in  a  wealth  of  re 
sources  ;  for  it  is  said  that  no  less  than  forty  per  cent 
of  the  standard  novels  in  English  and  American 
literature  are  historical  in  theme  and  setting.2  The 
number  of  our  fine  historical  poems  mounts  into  the 
hundreds.  Longfellow's  "  The  Skeleton  in  Armor  " 
and  "  Evangeline,"  Joaquin  Miller's  "  Columbus," 
Mrs.  Hemans's  "  Landing  of  the  Pilgrim  Fathers," 
Lanier's  "  Lexington,"  Bryant's  "  Song  of  Marion's 
Men,"  Gallagher's  "The  Mothers  of  the  West," 

1  "History  of  the  English  People,"  by  John  Richard  Green; 
Book  VI,  Chapter  VII. 

2  "The  History  of  a  History,"  p.  1 ;  The  Tabard  Inn  Book 
Company,  Philadelphia. 


SUBJECTS  RELATED  TO  HISTORY  21 

Butterworth's  "  Whitman's  Ride  for  Oregon," 
Timrod's  "  The  Cotton  Boll,"  Mrs.  Preston's  "  Gone 
Forward,"  and  Roche's  "  Panama  "  are  a  few  that 
are  typical  of  a  large  class.  Students  and  teachers 
of  American  history  should  know  these  poems  and 
use  them. 

In  the  Old  World  a  great  wealth  of  history  is  em 
bodied  in  music  and  art :  in  ballads,  in  operas,  in 
oratorios,  in  national  hymns,  in  castles,  in  palaces, 
in  temples,  in  bridges,  and  in  the  marvelous  old  cathe 
drals.  In  the  New  World  our  corresponding  re 
sources  are  not  so  great,  but  they  are  growing ;  age 
will  bring  them  to  full  measure ;  and  even  now  we 
have  enough  to  be  helpful  in  many  connections. 
The  melodies  of  the  plantation  negroes,  the  primitive 
art  of  the  Indians  in  textiles  and  pottery,  the  archi 
tecture  of  lost  races  in  old  ruins,  not  to  speak  of  the 
splendid  things  our  own  artists  have  wrought,  will  be 
utilized  with  increasing  profit  in  the  years  to  come. 

It  is  in  art  and  music  that  we  may  most  easily, 
perhaps,  take  up  the  golden  threads  that  bind  us  to 
the  other  lands  across  the  seas.  The  music  to 
"  America  "  is  vibrant  with  the  history  of  half  a 
dozen  great  countries  of  Europe.  "  Maryland,  My 
Maryland  "  is  sung  to  an  old  melody  that  comes  to 
us  out  of  the  German  forests ;  and  even  the  tune  of 
"  The  Star-Spangled  Banner  "  was  first  heard 
through  the  mists  and  fogs  of  London.  Mark  the 
columns  and  capitals  at  the  front  of  your  school 


22         HOW  TO  TEACH  AMERICAN  HISTORY 

building :  they  probably  speak  of  Attica  or  Tus 
cany.  The  bold  span  of  the  stone  bridge  yonder  may 
be  telling  what  builders  the  Romans  were.  The 
pointed  arches  of  the  church  and  the  round  arches  of 
the  colonnade  all  remind  the  grateful  pupil  of  his  Old 
World  teachers.  The  painting  on  the  wall  may  be 
Italian ;  the  church  is  probably  Gothic ;  the  towers 
at  the  campus  gate  may  be  Norman.  Each  has  its 
story  —  its  inwrought  history  —  for  the  American 
youth.  The  Raphaels,  the  Wrens,  the  Rossinis, 
the  Wagners,  the  Storys,  the  Copleys,  and  the 
Morses  have  been  working  industriously  for  cen 
turies  to  equip  the  history  laboratory. 

Obviously,  civil  government  is  closely  related  to 
history.  We  may  say  that  history  depends  upon 
geography ;  that  it  embodies  its  best  spirit  in  litera 
ture,  music,  and  art ;  and  that  it  registers  its  teach 
ing  to  society  at  large  in  the  organized  state.  If  we 
take  the  Federal  Constitution,  with  its  various 
amendments,  as  a  text,  we  may  find  registered  therein 
all  the  great  forces,  movements,  and  interests  of 
United  States  history.  Accordingly,  in  studying  the 
history  of  our  country  we  should  take  particular  care 
to  indicate  the  origins  and  development  of  our  great 
forms  of  government.  It  may  help  the  pupil's  un 
derstanding  and  stimulate  his  interest  to  show  him 
that  "  politics  "  ought  to  be  the  science  of  govern 
ment  ;  that  politicians  ought  to  be  really  patriotic 
statesmen;  and  that  our  forms  of  government,  in 


SUBJECTS  RELATED  TO  HISTORY  23 

town  and  county,  in  state  and  nation,  are  only  the 
great  lessons  of  history  that  have  been  demonstrated 
in  one  country  after  another,  from  age  to  age. 

History  should  teach  ethics  to  each  individual 
man  and  woman.  It  makes  possible  the  science  of 
sociology,  which  is  or  ought  to  be  ethics  for  the  race 
in  its  related  groups.  The  greatest  values  of  history 
are  moral  values,  and  these  should  be  registered  in 
the  characters  of  so  many  individuals  that  they  ap 
pear  as  dominating  society  as  a  whole.  The  teacher's 
business  is  to  see  that  history  counts  as  an  ethical 
factor  in  the  life  and  character  of  each  of  his  pupils ; 
then  in  time  the  effect  will  be  seen  in  the  moral  ele 
vation  of  society  at  large.  "  Public  spirit  "  and 
"  public  sentiment  "  are  the  names  we  apply  to  these 
forces  when  they  become  general;  but  they  must 
take  rise  in  individual  hearts,  before  the  faces  of 
individual  teachers.  The  teacher  of  history  must 
not  only  be  a  teacher  of  ethics,  as  indicated,  but  he 
must  also  help  to  lay  the  foundation  upon  which 
other  teachers  of  ethics,  civics,  and  sociology  build. 
In  like  manner,  the  increasing  attention  that  is  being 
given  to  these  subjects  in  the  schools  will  aid  and 
supplement  the  teaching  of  history. 

Economics  may  be  thought  of  as  the  state's  busi 
ness  policy :  its  system  of  principles  and  methods  in 
managing  its  food  supply,  its  money,  its  lands,  and 
other  forms  of  wealth.  Most  business  men  find 
such  records  as  day  books,  ledgers,  and  market 


24         HOW  TO  TEACH  AMERICAN  HISTORY 

reports  of  value  to  them  in  their  business.  These 
records  contain  the  history  of  their  business.  In 
like  manner  a  town,  a  state,  or  a  confederation  finds 
that  its  day  books,  ledgers,  and  market  reports  have 
an  industrial  and  a  commercial  value.  These  books 
and  reports  are  its  history  —  a  result  of  public  book 
keeping.  Business  without  bookkeeping  would  be 
unwise,  if  possible  at  all ;  and  the  larger  the  business, 
the  larger  the  books  that  must  be  kept.  Just  as 
good  business  requires  good  bookkeeping,  so  good 
economics  require  good  history.  Our  national  his 
tory  and  our  national  business  policies  must  be  per 
fected  together.  The  expansion  of  social,  economic, 
and  industrial  phases  in  the  writing  and  teaching 
of  American  history  is  noticeable  as  a  present-day 
educational  tendency,  and  is  thoroughly  justified  by 
our  economic  needs.  We  must  not  live  altogether 
in  the  material,  but  we  cannot  live  altogether  out 
of  it. 

Natural  science,  including  its  applications  to  useful 
arts  and  its  practical  operations  in  great  inventions, 
has  perhaps  done  more  than  anything  else  to  make 
modern  history.  The  invention  of  printing,  the 
making  of  gunpowder,  the  successful  use  of  the  mari 
ner's  compass,  the  cotton  gin,  the  railroad  train,  the 
steamboat,  the  telegraph,  the  sewing  machine,  the 
Copernican  theory,  the  teaching  of  evolution,  the 
practice  of  medicine,  the  wonders  of  modern  surgery, 
have  revolutionized  the  world.  They  have  corre- 


SUBJECTS  RELATED  TO  HISTORY  25 

spondingly  affected  history.  The  teacher  of  chemis 
try  and  physics  and  astronomy  and  physiology  should 
have  respect  for  the  story  of  this  marvelous  progress ; 
and  the  teacher  of  history  must  acknowledge  his  debt 
and  the  debt  of  the  race  to  the  heroes  and  martyrs 
of  science. 

Finally,  the  teacher  of  history  may  naturally  and 
profitably  introduce  some  handwork  into  his  courses. 
Thereby  he  may  secure  the  values  of  concreteness, 
tangibility,  keener  interest,  and  more  thorough 
understanding.  These  values  are  specially  desirable 
in  the  work  of  young  pupils ;  and  it  is  accordingly 
in  the  primary  and  intermediate  grades  that  con 
structive  manual  work  should  be  given  its  largest 
proportion.  To  gather  miniature  poles  and  make 
a  wigwam;  to  cut  little  logs,  and  build  a  settler's 
cabin ;  to  make  a  tiny  canoe,  or  a  tomahawk,  or  a 
bow  and  arrow,  or  to  construct  a  fort  and  palisade, 
will  delight  the  heart  of  any  normal  boy;  it  will 
also  train  his  eye  and  hand,  and  teach  him  history. 
The  healthy  girl  will  at  the  same  time  make  a 
pair  of  moccasins,  weave  a  small-size  primitive 
blanket,  draw  pictures  and  maps,  or  paint  a  flag 
with  no  less  delight  and  profit.  In  the  more  ad 
vanced  classes  the  handwork  may  be  continued  in 
the  construction  of  notebooks,  the  drawing  of  maps, 
the  making  of  designs  and  models,  and  in  the  accu 
rate  mounting  and  labeling  of  relics  for  the  history 
museum. 


26         HOW  TO  TEACH  AMERICAN  HISTORY 

The  following  is  a  brief  classified  list  of  select 
books,  any  or  all  of  which  will  be  found  of  practical 
value  to  the  teacher  in  correlating  history  with  the 
subjects  indicated. 

GEOGRAPHY 

BACON  :   Historic  Pilgrimages  in  New  England;  Silver,  Burdett 

&  Co.,  Boston. 
BOGART:    Economic  History  of  the  United  States;    Longmans, 

Green  &  Co.,  New  York. 
BRIGHAM  :  Geographic  Influences  in  American  History ;  Ginn  & 

Co.,  Boston. 
COMAN  :  Industrial  History  of  the  United  States;  The  Macmillan 

Co.,  New  York. 
FAIRBANKS:    The  Western  United  States;   D.  C.  Heath  &  Co., 

Boston. 
HOTCHKISS:  Representative  Cities  of  the  United  States ;  Houghton 

Mifflin  Co.,  Boston. 
SEMPLE:    American   History   and   its   Geographic    Conditions; 

Houghton  Mifflin  Co.,  Boston. 
SEMPLE  :  Influences  of  Geographic  Environment;  Henry  Holt  & 

Co.,  New  York. 

SHALER  :  The  Story  of  Our  Continent;  Ginn  &  Co.,  Boston. 
SUTHERLAND:    The  Teaching  of  Geography;   Scott,  Foresman  & 

Co.,  Chicago.  —  Particularly  Chapter  V :  "The  Relation  of 

Geography  to  History." 

LITERATURE 
A.    HISTORIES  OF  LITERATURE 

BROOKE  :  English  Literature;  The  Macmillan  Co.,  New  York. 
HALLECK:  American  Literature ;  American  Book  Co.,  New  York. 
PANCOAST  :  American  Literature;  Henry  Holt  &  Co.,  New  York. 
TRENT  :  American  Literature;  D.  Appleton  &  Co.,  New  York. 


SUBJECTS  RELATED  TO  HISTORY  27 

B.    COLLECTIONS  OF  HISTORICAL  POEMS 

SOUTH  :  Story  of  Our  Country  in  Poetry  and  Song;  A.  Flanagan 

Co.,  Chicago. 
STEVENSON  :  Poems  of  American  History;  Houghton  Mifflin  Co., 

Boston.  —  A  comprehensive  collection  of  great  value. 
WILLIAMS  :  Songs  and  Ballads  of  the  American  Revolution;  Hurst 

&  Co.,  New  York. 
WILLIAMS  :  Songs  of  the  'Blue  and  the  Gray;  Hurst  &  Co.,  New 

York. 

C.    HISTORICAL  NOVELS 

ALLEN  :  The  Choir  Invisible.  —  Representing  early  Kentucky. 

CABLE  :  Old  Creole  Days. 

CARUTHERS  :  Cavaliers  of  Virginia.  —  Time  about  1650. 

CHENEY  :  A  Peep  at  the  Pilgrims  in  1636. 

CHURCHILL  :  The  Crisis.  —  The  Civil  War. 

COOKE  :  My  Lady  Pokahontas. 

COOPER  :  Water  Witch.  —  Refers  to  New  York  after  1664. 

EGGLESTON  :   The  Circuit  Rider.  —  Portrays  social  and  religious 

life  in  the  early  Middle  West. 

FORD  :  Janice  Meredith.  —  Of  the  Revolutionary  period. 
GARLAND  :  A  Little  Norsk.  —  Farm  life  in  the  West. 
HOUGH  :  54~40  or  Fight.  —  Dispute  over  the  Oregon  boundary. 
JACKSON  :  Ramona.  —  Later  Indian  life  in  America. 
JOHNSTON  :  Lewis  Rand.  —  Of  Jefferson  and  Virginia. 
JUDD  :  Margaret.  —  Village  life  in  New  England  a  century  ago. 
KENNEDY  :  Horseshoe  Robinson.  —  Of  the  Southern  Tories. 
LONGSTREET  :  Georgia  Scenes.  —  Early  times  in  Georgia. 
MITCHELL  :  Hugh  Wynne.  —  Of  the  days  of  1776. 
MURFREE  :  Despot  ofBroomsedge  Cove.  —  Of  Tennessee  mountain 

life. 

PAGE  :  Red  Rock.  —  Of  Reconstruction  days. 
SIMMS  :  Lily  and  Totem.  —  Of  the  French  and  Indians  in  Florida. 


28         HOW  TO  TEACH  AMERICAN  HISTORY 

STOWE  :  The  Minister's  Wooing.  —  Of  life  at  Newport  a  century 

ago. 

THACKERAY  :  %The  Virginians.  —  Of  the  eighteenth  century. 
TIFFANY  :  Pilgrims  and  Puritans. 
WALLACE  :  The  Fair  God.  —  Of  the  Aztecs. 
WINTHROP  :  John  Brent.  —  Among  the  Mormons. 
WISTER  :   The  Virginian.  —  Western  ranch  life. 

D.    CONVENIENT  MANUALS 

CHANNING  :  Guide  to  the  Study  and  Reading  of  American  History; 

with  Hart  and  Turner ;  Ginn  &  Co.,  Boston.  —  Contains 

long  lists  of  historical  novels  and  poems,  biographies,  etc. 
Cox :   Literature  in  the  Common  Schools;   Little,  Brown,  &  Co., 

Boston. 
LANE  :  American  History  in  Literature;  with  Hill ;  Ginn  &  Co., 

Boston. 
McMuRRY:    Special  Method  in  History;    The  Macmillan  Co., 

New  York.  —  Chapter  IX  contains  extended  classified  lists 

of  books  for  the  student  and  teacher  of  American  history. 
PHILLIPS:    History  and  Literature  in  Grammar  Grades;    D.  C. 

Heath  &  Co.,  Boston. 
WILSON:  History  Reader  for  Elementary  Schools ;  The  Macmillan 

Co.,  New  York. 

MUSIC  AND  ART 

BAILEY  :  Art  Education;  Houghton  Mifflin  Co.,  Boston. 
CAFFIN  :  How  to  Study  Pictures;  The  Century  Co.,  New  York. 
CAFFIN:    The  Story  of  American  Painting;    F.  A.  Stokes  Co., 

New  York. 
DICKINSON  :  The  Study  of  the  History  of  Music;  Chas.  Scribner's 

Sons,  New  York. 

GARESCHE  :  Art  of  the  Ages;  Prang  Educational  Co. 
HARTMANN  :    A  History  of  American  Art;   L.  C.  Page  &  Co., 

Boston. 


SUBJECTS  RELATED  TO  HISTORY  29 

ISHAM:  History  of  American  Painting;  The  Macmillan  Co., 
New  York. 

WILLIAMS:  Lessons  in  Art;  Educational  Publishing  Co.,  New 
York.  —  Vol.  I  deals  with  architecture,  Vol.  II  with  sculp 
ture,  bronze  work,  and  painting.  Adapted  to  schools. 

WILSON:  Picture  Study  in  Elementary  Schools ;  The  Macmillan 
Co.,  New  York. 

CIVIL  GOVERNMENT 

ASHLEY  :  The  American  Federal  State;  The  Macmillan  Co.,  New 

York. 
DUNN:    The  Community  and  the  Citizen;   D.  C.  Heath  &  Co., 

Boston. 
FISKE  :  Civil  Government  in  the  United  States;  Houghton  Mifflin 

Co.,  Boston. 
FLICKINGER  :   Civil  Government  as  Developed  in  the  States  and  in 

the  United  States;  D.  C.  Heath  &  Co.,  Boston. 
WOODBURN  :    American  History  and  Government;    Longmans, 

Green  &  Co.,  New  York. 

ETHICS 

COLEMAN:  Social  Ethics ;  Baker  &  Taylor  Co.,  New  York. 
DEWEY  :  Ethics;  with  Tufts ;  Henry  Holt  &  Co.,  New  York. 
DOLE  :  The  Ethics  of  Progress;  Thomas  Y.  Crowell  &  Co.,  New 

York. 

GULLIVER  :  The  Friendship  of  Nations;  Ginn  &  Co.,  Boston. 
MYERS  :  History  as  Past  Ethics;  Ginn  &  Co.,  Boston. 

SOCIOLOGY 

DEALEY:    Sociology,  Its  Simpler  Teachings  and  Applications; 

Silver,  Burdett  &  Co.,  Boston. 
GIDDINGS  :  Descriptive  and  Historical  Sociology;  The  Macmillan 

Co.,  New  York. 


30         HOW  TO  TEACH  AMERICAN  HISTORY 

GREGG:  Syllabus  of  History  Work  in  First  Grade;  bulletin  of 
State  Normal  School,  Cape  Girardeau,  Mo.;  March,  1911. 
—  Suggestive  to  the  teacher  in  helping  the  little  child  to  find 
himself  in  his  home  and  community. 

Ross :  Foundations  of  Sociology;  The  Macmillan  Co.,  New  York. 

ECONOMICS 

BURCH:  Elements  of  Economics ;  withNearing;  The  Macmillan 
Co.,  New  York.  —  Has  specials  reference  to  American  con 
ditions. 

ELY  :  Outlines  of  Economics;  The  Macmillan  Co.,  New  York. 

JOHNSON:  Introduction  to  Economics;  D.  C.  Heath  &  Co., 
Boston. 

SEAGER:  Economics,  Briefer  Course;  Henry  Holt  &  Co.,  New 
York. 

NATURAL  SCIENCE 

BOTD:  Triumphs  and  Wonders  of  the  19th  Century;  Wabash 
Publishing  House,  Chicago. 

JOHNSON  :  Great  Events  by  Famous  Historians;  20  volumes ;  The 
National  Alumni. 

ROCHELEAU  :  Great  American  Industries;  4  volumes;  A.Flan 
agan  Co.,  Chicago. 

WHITE  :  The  Warfare  of  Science  with  Theology;  D.  Appleton  & 
Co.,  New  York. 

HAND  WORK 

BOWKER:    Busy  Hands:    Construction  Work  for  Children;    A. 

Flanagan  Co.,  Chicago. 

DOBBS  :  Primary  Handwork;  The  Macmillan  Co.,  New  York. 
DOPP  :  Primitive  Life  Series;  Rand  McNally  &  Co.,  Chicago. 
GILMAN  :  Seat  Work  and  Industrial  Occupations;  with  Williams ; 

The  Macmillan  Co.,  New  York. 


SUBJECTS  RELATED  TO  HISTORY  31 

HOXIE:    Handwork  for   Kindergarten   and   Primary   Schools; 

Milton  Bradley  Co.,  Springfield,  Mass. 
LOVE:    Industrial  Education;    A  Guide  to  Manual  Training; 

E.  L.  Kellogg  &  Co.,  New  York. 
ROUILLION:   The  Economics  of  Manual  Training;  The  Derry- 

.Collard  Co.,  New  York. 


CHAPTER  IV 

IMPORTANT  AIMS  IN  THE  TEACHING  OF  HISTORY 

NOT  many  years  ago  an  instructor  in  one  of  our 
state  normal  schools,  at  the  beginning  of  a  course 
on  the  teaching  of  history,  headed  a  blackboard  out 
line  as  follows :  "  General  Aims."  Before  he  could 
go  any  further  a  member  of  the  class  eagerly  in 
quired,  "  In  what  battle  did  General  Aims  fight?  " 

To  guard  against  any  such  misconception  here  I 
shall  not  classify  aims  as  general  and  special,  but 
shall  present  them  in  a  sort  of  illogical  trichotomy : 

(1)  Aims  of  the  history  teacher  regarding  himself ; 

(2)  his  aims  regarding   his   manner  and   method; 

(3)  his   aims   regarding   the   results    of   his   work. 
Otherwise,  thus  :  (1)  What  the  teacher  should  aim  at 
for  and  in  himself ;   (2)  what  he  should  aim  at  in  his 
teaching ;    (3)  what  he  should  aim  at  through  his 
teaching. 

First,  for  himself  and  his  work,  the  teacher  must 
learn  history.  This  gives  him  scholarship  and  rich 
resources  in  his  craft.  A  teacher  without  resources 
in  knowledge,  in  books,  in  many  available  sources 
of  information  and  illustration,  is  like  the  capitalist 
without  capital.  For  him,  ready  facts  at  hand,  at 

32 


IMPORTANT  AIMS  33 

wit's  end  and  tongue's  end,  are  most  desirable ;  but 
wealth  of  resource  is  a  sine  qua  non.  If  he  does  not 
know  the  fact,  he  must  know  where  and  how  to  find 
it,  if  it  can  be  found. 

Second,  the  teacher  of  history  must  like  history. 
If  he  dislike  it,  he  may  not  suffer  so  much  himself, 
but  woe  to  his  class !  He  should  like  it  so  well  that  he 
is  enthusiastic  over  it ;  then  his  class  will  find  it 
delightful  with  him.  Knowledge  may  or  may  not 
be  communicated,  but  enthusiasm  is  a  contagion, 
and  it  is  bound  to  be  communicated.  If  I  must 
choose  between  the  teacher  with  knowledge,  but 
without  enthusiasm,  and  the  one  with  enthusiasm, 
but  without  much  knowledge,  let  me  follow  the  one 
with  enthusiasm ;  for  he  will  lead  me  into  the  ways  of 
knowledge.  Enthusiasm  in  any  subject  is  a  guaran 
tee  of  acquisition  and  accomplishment  in  that  sub 
ject. 

Third,  the  teacher  of  history,  of  anything,  must 
have  an  appreciation  of  values.  The  scholar  may 
know  history,  the  dilettante  may  like  history ;  but 
the  teacher  must  not  only  know  history  and  love 
history,  he  must  also  perceive  its  bearing  upon  human 
life  and  human  welfare.  He  must  not  exalt  the  worse 
for  the  better  reasons,  but  he  must  exalt  the  real 
gods,  whether  the  state  worships  them  or  not. 

Fourth,  the  teacher  of  history,  of  anything,  must 
develop  power  in  himself,  force  of  personality.  Per 
sonality  may  be  indefinable,  but  for  the  teacher,  as 


34         HOW  TO  TEACH  AMERICAN  HISTORY 

well  as  for  the  leader  of  men  in  any  field,  it  is  indis 
pensable.  Personality  is  doubtless  a  combination  of 
powers,  rather  than  any  single  power.  Moreover, 
these  powers  likely  belong  to  that  class  of  powers 
that  are  born  rather  than  made;  yet  every  born 
power  may  be  weakened  by  neglect  or  misuse,  or 
strengthened  by  intelligent  purpose  and  exercise. 
Again,  the  powers  that  make  up  personality  are  moral 
rather  than  intellectual ;  but  they  are  none  the  less 
susceptible,  for  this  reason,  to  either  waste  or 
growth. 

What  you  know,  my  teacher,  is  worth  much ;  what 
you  can  do  is  worth  more ;  but  what  you  are  counts 
most  of  all,  so  far  as  real  power  is  concerned.  Men 
tality  may  make  you  master  of  a  book ;  but  you  must 
have  soul  power  to  be  a  leader  and  inspirer  of  youth. 
You  may  be  admired  for  brilliancy,  but  you  will 
be  loved  for  sympathy  and  sincerity.  Wit  may  make 
you  an  entertainer,  but  personal  worth  must  make 
you  a  teacher. 

However  difficult  and  precarious  the  task  may  be, 
I  cannot  refrain  from  making  here  the  attempt  to 
indicate  what  some  of  the  things  are  that  go  to  make 
up  personality  —  a  forceful  personality  such  as  the 
teacher  should  strive  to  develop.  The  following 
scheme  is  doubtless  open  to  criticism,  but  it  is  sub 
mitted  in  the  hope  that  it  may  aid  some  teacher  in 
crystallizing  his  aims  regarding  himself. 

Some  of  the  things  that  go  to  make  up  personality  : 


IMPORTANT  AIMS  35 

1.  Physical:     (1)     Appearance,      (2)     Presence, 

(3)  Facial  Expression 

2.  Intellectual :  (1)  Understanding,     (2)  Knowl 

edge,  (3)  Wit 

3.  Moral:    (1)  Honesty,  (2)  Frankness,  (3)  Sin 

cerity,  (4)  Sympathy,  (5)  Hopefulness, 
(6)  Courage,  (7)  Fidelity,  (8)  Good  Humor 

Let  us  now  consider  some  of  the  things  that  the 
history  teacher  should  aim  at  in  his  teaching.  Let 
us  seek  for  the  principles  of  his  method. 

The  first  is  simplicity.  Every  great  subject  is 
involved  within  itself  and  related  coordinately, 
superiorly,  and  subordinately,  to  many  others. 
History  is  no  exception.  But  the  teacher  who  at 
tempts  to  present  the  subject  all  at  once,  in  its  full 
complexity,  is  bound  to  fail;  for  he  is  attempting 
the  impossible.  If  his  pupils  are  children,  he  is  ap 
proaching  absurdity.  He  is  like  the  mechanic  who 
points  his  raw  apprentice  to  a  finished  watch,  bidding 
him  to  comprehend  it,  without  first  having  studied 
it  piece  by  piece  and  part  by  part.  The  student  of 
logic  may  not  understand  a  definition  of  the  subject  to 
begin  with,  but  after  he  has  studied  the  subject 
branch  by  branch  and  step  by  step  he  should  be  able 
to  make  a  definition  for  himself.  The  student  of 
medicine  and  surgery  does  not  seize  upon  the  human 
body  entire,  but  dissects  it,  and  studies  it  part  by 
part,  nerve  by  nerve,  organ  by  organ,  function  by 
function.  The  geographer  could  never  know  a  con- 


36         HOW  TO  TEACH  AMERICAN  HISTORY 

tinent  if  he  looked  upon  it  only  as  an  adjusted  and 
beautiful  whole ;  but  he  must  follow  the  windings  of 
each  river,  climb  the  slopes  of  each  mountain,  and  list 
the  plants  of  each  valley;  then,  having  mastered 
each  locality,  one  at  a  time,  he  begins  to  grasp  rela 
tionships,  and  finally  rises  to  an  appreciation  of  the 
vast  and  varied  entirety. 

"  Divide  and  conquer  "  is  a  good  rule  in  war ;  it 
is  a  necessary  rule  in  science.  Logical  division,  with 
attendant  classification,  makes  science.  It  makes 
science  and  leads  to  art.  Hence,  the  mechanic  be 
gins  with  the  plane,  the  lever,  and  the  pulley;  the 
logician  begins  with  the  word  or  the  term  or  the  sen 
tence  ;  the  physician  begins  with  a  bone  or  a  muscle 
or  a  hinge ;  the  geographer  begins  with  a  brook  or  a 
stone  or  a  tree. 

The  master  of  history  must  see  history  entire,  and 
know  it  as  a  wonderful,  beautiful  whole ;  but  he  must 
at  the  same  time  be  wise  enough  and  skillful  enough 
and  patient  enough  to  break  it  into  pieces,  and  then 
nicely  choose  the  pieces,  fitting  them  to  his  pupil's 
hands  and  to  his  own  good  purposes.  The  pieces 
are  stories,  biographies,  scenes  of  primitive  life; 
actions,  achievements,  movements ;  forms  of  govern 
ment,  civic  virtues,  social  dangers;  health  and  dis 
ease  in  home  and  state ;  triumphs  and  failures,  and 
the  reasons  therefor.  These  are  pieces,  so  to  speak, 
to  be  seized  and  mastered,  one  by  one;  but  anon 
they  are  seen  to  be  not  so  much  pieces  as  parts  — 


IMPORTANT  AIMS  37 

parts  of  a  complex  and  wonderful  whole,  bound  to 
gether  by  multiple  relationships,  some  obvious,  some 
hidden,  but  all  real  and  vital  and  rational.  Sometime 
the  pupil  should  be  able  to  appreciate  history  in  its 
complexity;  but  his  master  must  lead  him  to  that 
point  of  vantage  through  the  converging  paths  of  sim 
plicity. 

The  second  principle  here  is  clearness.  It  is  simi 
lar  to  the  first,  but  not  the  same.  Clearness  is  a 
natural  consequent  of  simplicity,  and  goes  a  step 
or  two  beyond  it.  Simplicity  comes  of  analysis- 
the  untying  of  the  bundle,  and  setting  the  treasures 
apart ;  clearness  demands  that  the  particular  treas 
ure  to  be  viewed  shall  not  stand  behind  another,  and 
thus  be  hidden,  or  in  a  bad  angle  of  light,  and  thus  be 
colorless.  To  use  another  figure,  simplicity  results 
from  the  dissection  of  a  body ;  but  for  clearness  it 
may  be  necessary  to  bring  each  separate  part  near 
the  eye,  and  perhaps  to  aid  the  eye  with  a  micro 
scope. 

When  the  teacher  of  history  presents  one  character 
or  one  scene  or  one  topic  at  a  time,  he  is  proceeding 
upon  the  principle  of  simplicity ;  yet  he  may  still 
fail  utterly  to  make  anything  clear.  If  he  hurry  too 
much,  or  use  ambiguous  terms,  or  speak  only  in  gen 
eralities,  or  fail  to  connect  the  yon  and  then  with  the 
here  and  now,  his  pupils  may  wonder  at  his  learning, 
but  despair  at  the  mystery  of  it  all.  The  brilliant 
teacher  is  in  special  danger  of  being  obscure  to  his 


38         HOW  TO  TEACH  AMERICAN  HISTORY 

class.  It  is  all  so  clear  and  plain  to  him  that  he  never 
dreams  that  it  is  all  shadows  to  them ;  and  so  he 
races  on,  vainly  imagining  that  they  are  following; 
or  he  launches  upon  a  sublime  vision  and  soars  quite 
out  of  their  sight.  To  be  clear  and  plain  to  them,  he 
must  go  somewhat  slowly ;  he  must  repeat ;  he  must 
use  concrete  terms  and  familiar  illustrations ;  he 
must  lead  his  class  around  the  thing  in  view,  that  it 
may  be  seen  at  various  angles ;  he  must  bring  them 
to  know  and  to  feel  its  relation  to  their  own  time  and 
their  own  interests. 

The  third  principle  to  be  emphasized  here  has 
just  been  suggested  :  it  is  concreteness,  or  vividness. 
This  is  really  comprehended  in  clearness ;  but  for 
the  sake  of  simplicity  and  clearness  it  is  now  set  some 
what  apart  and  forward. 

If  I  say,  "  Franklin  was  a  scientist  and  a  patriot, " 
I  may  be  correct ;  but  when  you  say,  "  He  snatched 
the  lightning  from  the  skies  and  the  scepter  from  the 
tyrant's  hand/'  you  are  certainly  more  concrete  and 
vivid.  Then  the  listener  sees  things,  and  hears  not 
merely  words ;  the  thought  assumes  tangible  form 
before  him,  and  flashes  upon  his  view.  The  weak 
teacher  flounders  about  in  the  abstract,  until  both 
himself  and  his  class  are  lost  or  bewildered.  The 
strong  teacher  seizes  the  concrete  and  holds  it  up  ; 
his  pupils  see  the  thing  and  are  glad.  They  follow 
him  with  delight  and  confidence.  The  gems  are  un 
locked  from  their  caskets,  and  set  in  the  blazing  sun. 


IMPORTANT  AIMS  39 

Great  facts  and  deeds  are  not  only  made  visible,  they 
are  made  to  shine  and  burn  and  glow. 

The  fourth  thing  that  the  history  teacher  must 
aim  at  in  his  teaching  has  also  been  suggested  under 
the  head  of  clearness.  It  is  vitality  —  the  past 
functioning  in  the  present.  Some  one  has  defined 
sociology  as  the  live  end  of  history,  and  history  as 
the  dead  end  of  sociology.  There  is  herein  a  sinister 
implication  that  history  is  not  a  live  subject.  This, 
however,  is  no  more  true  than  the  common  state 
ment  that  Greek  and  Latin  are  dead  languages.  If 
we  mean  that  they  do  not  at  present  live  in  human 
speech,  we  are  much  in  error ;  for  even  our  English 
is  largely  Latin  and  Greek.  No  great  language  is 
dead,  or  can  ever  die;  for  if  all  the  words  were 
finally  lost  from  the  tongues  of  men,  the  masterpieces 
of  its  literature  would  still  survive  in  story,  in  thought, 
and  in  sentiment.  If  Homer,  for  example,  could  be 
translated  entirely  out  of  the  Greek  language,  he  still 
would  live  in  the  literature  of  the  world.  If  Sappho's 
very  name  were  lost,  we  should  still  hear  her  sweet 
voice  singing  to  us  out  of  the  shadows ;  and  in  the 
voices  of  those  whose  names  we  know  it  might  be 
her  melody,  after  all,  that  would  be  charming  us 
most. 

Doubtless  Henry  Sumner  Maine  exaggerated  when 
he  said,  "  Except  the  blind  forces  of  nature,  there  is 
nothing  that  moves  in  the  world  to-day  that  is  not 
Greek  in  origin  "  ;  yet  we  may  be  sure  that  the  real 


40        HOW  TO  TEACH  AMERICAN  HISTORY 

forces  of  the  past  are  still  living,  moving  forces. 
They  always  will  be  so ;  they  always  must  be  so ;  for, 
after  all,  the  forces  that  really  move  society  are  com 
paratively  few,  and  they  are  eternal.  They  are 
such  things  as  desire  for  life,  desire  for  liberty,  am 
bition,  love,  selfishness,  joy  in  achievement,  and 
concern  for  the  future.  Since  the  same  forces  are  at 
work  in  America  to-day  that  were  at  work  in  Rome 
when  Caesar  lived,  the  history  of  Caesar's  Rome  is 
not  a  dead  thing  to  us,  or  a  thing  that  we  cannot 
understand.  Wherever  in  the  past  we  find  joy  and 
sorrow,  hope  and  despair,  benevolence  and  service, 
the  human  soul  enters  in  with  a  sense  of  fellowship, 
and  the  hearts  of  other  ages  throb  against  our  own. 
The  human  race  that  is  reading  history  to-day  is  the 
same  human  race  that  wrote  history  yesterday,  only 
grown  a  little  older  and,  let  us  hope,  a  little  wiser. 
Especially  on  the  institutional  side,  in  such  things  as 
forms  of  government,  church  organization  and  teach 
ing,  social  life  and  domestic  values,  history  is  ever 
proving  its  eternal  vitality.  The  teacher  of  history 
must  find  these  springs  of  life.  They  are  indeed 
fountains  of  youth  for  every  generation. 

Once  more,  the  teacher  in  his  teaching  must  utilize 
the  great  principle  of  adaptation.  The  history 
teacher  especially  must  do  this;  for  in  history  we 
must  put  ourselves  in  the  place  of  others.  It  is 
often  difficult  to  do  this  adequately  —  to  put  our 
selves  into  another  land,  another  age,  with  sympathy 


IMPORTANT  AIMS  41 

and  justice,  or  to  bring  a  kinsman  of  the  past  into 
our  company  with  grace  and  pleasure.  Every  pro 
cess  in  method  must  be  squared  by  the  principle  of 
adaptation.  It  demands  wise  selection  of  topics  and 
materials ;  it  determines  the  order  and  arrangement 
of  courses ;  it  applies  in  the  preference  given  to  text 
books  ;  it  meets  the  teacher  at  every  turn,  demand 
ing  of  him  knowledge,  wisdom,  tact,  and  skill. 

Adaptation  is  the  fundamental  principle  in  the 
world  useful,  as  in  all  the  world  beautiful.  The  three 
great  kingdoms  of  matter  —  mineral,  vegetable,  and 
animal  —  act  everywhere  in  marvelous  adjustment. 
A  similar  cooperative  harmony  binds  the  kingdoms 
of  mind  in  efficient  unity.  A  world  without  adapta 
tion  in  action,  in  form,  in  color,  would  be  tiring  and 
deadening.  Suppose,  for  example,  that  every  human 
figure  were  surmounted  by  the  same  face;  that  all 
hats  and  suits  of  clothes  were  made  in  advance,  of 
the  same  fabric,  the  same  color,  the  same  design,  the 
same  size;  suppose  that  in  music  a  funeral  dirge 
were  in  no  wise  different  from  a  Christmas  hymn; 
and  suppose  that  my  teacher  of  history  is  using  the 
same  method  in  high  school  to-day  that  he  used  in 
the  fifth  grade  ten  years  ago  ! 

The  teacher  must  not  only  utilize  the  principle  of 
adaptation,  but  must  be  sure  to  apply  it  at  the  right 
place.  We  have  all  heard  the  story  of  the  despot 
with  the  iron  bedstead.  No  objection  to  the  material 
perhaps,  for  we  prefer  iron  bedsteads  to-day.  No 


42        HOW  TO  TEACH  AMERICAN  HISTORY 

objection,  either,  to  the  passion  for  fitness  —  we  like 
snug  fits  to-day;  but  we  do  criticize  the  despot's 
judgment  when  he  chose  to  do  his  cutting  or  stretch 
ing  on  the  guest  instead  of  on  the  bedstead.  We 
say  he  had  a  good  principle,  but  he  applied  it  at  the 
wrong  place. 

Having  thus  hastily  reviewed,  first,  what  the  his 
tory  teacher  should  aim  at  for  and  in  himself 
and,  second,  what  he  should  aim  at  in  his  teaching, 
let  us  now  in  the  third  place  consider  what  he  should 
aim  at  through  his  teaching. 

Is  it  his  salary  ?  Is  it  a  better  position  ?  Or  is  it 
a  better  school  system?  a  better  citizenship?  a 
better  country?  a  better  patriotism?  a  better  age 
to  come? 

Dr.  Oscar  I.  Woodley  said  in  a  lecture  a  few  years 
ago  that  he  and  his  teachers  had  worked  out  the 
following  statement  of  the  history  teacher's  ultimate 
aim:  — 

"  The  essential  purpose  of  history  is  to  give  an 
idea  of  individual  and  national  worth,  and  the  means 
by  which  they  have  been  developed ;  so  that  the 
child  knowing  these  may  be  persuaded  to  do  the 
things  and  to  live  the  life  that  will  make  for  the  wel 
fare  of  himself  and  the  state." 

As  a  general  statement  this  is  deemed  so  good  that 
no  change  or  comment  is  attempted ;  however,  in 
an  effort  to  aid  the  teacher  in  more  specific  terms,  the 
following  paragraphs  are  offered. 


IMPORTANT  AIMS  43 

My  teacher  of  history  should  increase  my  capacity 
for  real  happiness,  and  sharpen  my  appreciation  for 
all  things  beautiful  and  for  all  persons  noble  and 
honorable.  He  should  help  me  to  see  that  righteous 
ness  exalts  a  nation,  and  that  sin  not  only  is  a  reproach 
to  any  people,  but  has  also  been  the  downfall  of  great 
empires.  While  keeping  me  away  from  the  notion 
of  the  ancient  East,  that  the  citizen  exists  for  the 
state,  he  should  also  defend  me  against  the  error  of 
the  modern  West,  that  the  state  exists  for  the  citizen. 
He  should  somehow  get  the  ages  face  to  face  upon 
the  golden  balance,  and  show  me  that  the  obliga 
tions  are  mutual;  that  I  as  a  citizen  have  some 
thing  to  give  as  well  as  something  to  get ;  and  that 
no  state  can  rise  above  the  lifting  arm  of  its  average 
citizen. 

My  teacher  of  history  should  quicken  my  sympa 
thies  and  moderate  my  judgments.  He  should  make 
me  more  charitable  —  more  judicial  in  my  spirit,  and 
less  subject  to  impetuous  impulse.  He  should  stir 
up  in  me  a  love  of  truth,  and  get  me  to  read  history 
for  the  truth  I  may  learn,  rather  than  for  the  argu 
ments  I  may  find  for  my  creed  or  my  party. 

My  teacher  of  history  should  increase  my  efficiency 
as  an  active  factor  in  a  progressive  age.  He  should 
enable  me  to  see  that  great  constructive  statesmen 
like  Hamilton  and  Madison  have  also  been  profound 
students  of  the  past,  and  that  theory  and  practice 
are,  after  all,  but  different  phases  of  the  same  life. 


44         HOW  TO  TEACH  AMERICAN  HISTORY 

He  should  open  my  eyes  to  the  crag  beacons  as  well 
as  to  the  harbor  lights ;  for,  while 

"I  doubt  not  through  the  ages  one  unceasing  purpose 

runs, 

And  the  thoughts  of  men  are  widened  with  the  process 
of  the  suns," 

I  still  must  know  that 

"Cursed  be  the  social  wants  that  sin  against  the  strength 

of  youth  ! 

Cursed  be  the  social  lies  that  warp  us  from  the  living 
truth!" 

He  should  teach  me  the  great  fact  that  the  splendid 
ideals  of  citizenship  embodied  in  the  movements 
for  world  peace  are  "  better  "  rather  than  "  newer  "  ; 
that  they  are  as  old  as  eternity ;  and  that  they  always 
have  been  better,  but  are  just  now,  in  our  glorious 
day,  appearing  so  upon  a  wider  and  brighter  horizon. 

SUMMARY 

The  first  set  of  aims  herein  discussed  contemplates 
knowledge  and  character  in  the  teacher  —  his  resource 
and  personality ;  the  second  set  contemplates  his  success 
in  imparting  knowledge;  the  third  set  contemplates 
a  resulting  strength  of  character  and  range  of  efficiency 
in  the  pupil. 


CHAPTER  V 
A  SURVEY  OF  THE  HISTORICAL  FIELD 

A  DEGREE  of  orientation  is  always  desirable,  and  it 
is  usually  helpful.  Put  down  in  a  new  country,  we 
watch  for  the  sunrise ;  we  mark  the  trend  of  the 
mountain  ranges ;  we  note  the  course  of  the  rivers ; 
and  we  ask,  "  How  far  is  it  to  the  sea?  ':  In  Wash 
ington  City  we  locate  ourselves  habitually  by  the 
Monument  and  the  Capitol  dome.  In  New  York 
we  are  glad  to  catch  a  glimpse  once  in  a  while  of  the 
Metropolitan  tower,  the  Woolworth  Building,  or  the 
Statue  of  Liberty.  And  in  Philadelphia,  playing 
mathematics,  we  take  Market  Street  and  Broad 
Street  as  rectangular  coordinates,  Penn's  statue 
surmounting  City  Hall  as  the  elevated  center,  and 
proceed  to  mark  out  all  sorts  of  loci,  with  Independ 
ence  Hall,  Carpenters  Hall,  the  old  Flag  House,  and 
Franklin's  grave  as  some  of  the  fixed  points. 

In  history  we  cannot  see  the  end  or  the  beginning ; 
neither  can  we  get  an  open  view  clear  across  the  field ; 
but  we  can  determine  east  and  west ;  we  can  gauge 
somewhat  the  direction  of  study;  we  can  look  out 
upon  what  others  have  done,  and  forward  upon 
what  we  ourselves  may  do.  The  teacher  of  history, 

45 


46         HOW  TO  TEACH  AMERICAN  HISTORY 

especially,  should  have  some  rather  definite  notions 
of  place,  relation,  scope,  and  direction  in  the  history 
field.  This  brief  chapter,  with  the  accompanying 
diagram,  is  intended  to  help  the  teacher  and  the 
student  locate  themselves. 

We  advocate  a  lifetime  of  growth  in  the  under 
standing  and  appreciation  of  history,  as  well  as  a 
schooltime  of  specially  arranged  and  skillfully  directed 
study.  We  may  begin  to  teach  the  child  his  kind 
of  history  in  the  first  grade  of  school ;  we  ought  to 
begin  it  in  the  home,  before  he  goes  to  school  at  all  ; 
we  should  continue  our  work,  helping  turn  childhood 
into  youth,  and  helping  the  youth  become  a  man 
upon  the  stronger  meat  of  sterner  facts.  At  first 
the  parent  and  teacher  do  nearly  everything  for  the 
child ;  at  last  the  man  should  be  able  to  do  nearly 
everything  for  himself.  At  first  the"  subject  matter 
selected  is  simple  and  easy ;  at  last,  choosing  for  him 
self,  the  man  may  take  what  he  finds,  even  though  it 
be  a  truth  so  great  and  so  revolutionary  that  it  shift 
the  center  from  the  earth  to  the  sun  in  the  historical 
universe.  At  first  the  child  has  no  book  —  he  has 
something  better,  a  teacher ;  at  last  the  man  not  only 
has  books,  but  he  is  also  able  to  make  other  books, 
and  to  be  that  better  thing,  a  teacher. 

Wherever  we  live,  we  have  the  history  of  all  the 
world  before  us  and  about  us;  but  naturally  and 
properly  we  study  first  what  is  nearest  —  nearest  in 
place,  if  not  in  time.  As  already  suggested,  history, 


A  SURVEY  OF  THE  HISTORICAL  FIELD        47 

like  charity,  should  begin  at  home.  Accordingly, 
those  people  who  live  in  New  York  begin  with  the 
history  of  the  New  Netherlands ;  those  who  live  in 
Michigan  begin  with  the  heroic  journeys  of  Mar- 
quette  and  others  who  bore  the  lilies  of  France  and 
taught  the  word  of  the  Cross;  and  we  who  live  in 
Virginia  begin  with  the  failures  and  triumphs  of  Ra 
leigh  and  Smith  and  Pocahontas.  Carrying  this  prin 
ciple  still  farther,  each  child  may  begin  with  the  his 
tory  of  his  own  people  and  his  own  neighborhood. 
This  is  the  natural  thing,  the  easy  thing,  the  inter 
esting  thing.  The  child  may  not  understand  the 
people  and  the  things  far  off  in  tune  and  place,  but 
he  will  take  proper  delight  in  knowing  about  his  own 
family,  his  father's  house,  his  town ;  and,  in  time, 
about  his  state,  his  country,  his  world. 

Indian  life  and  the  pioneer  life  of  the  white  people, 
in  both  of  which  children  find  a  "  happy  hunting 
ground/'  may  frequently  be  studied  to  best  advan 
tage  in  the  child's  own  community.  At  the  same 
time  he  gets  occasional  introductory  glimpses  into 
the  greater  world  in  the  appropriate  celebration 
of  Thanksgiving,  Washington's  birthday,  the  Fourth 
of  July,  Christmas,  and  other  holidays. 

If  the  course  is  well  laid  out  in  advance,  the  Ameri 
can  boy,  coming  to  the  last  of  the  grades,  will  have 
pushed  out  to  the  wider  historical  bounds  of  his  united 
country,  without  profitless  or  tedious  retreading 
of  beaten  paths ;  yet  all  the  while  his  main  work  has 


48         HOW  TO  TEACH  AMERICAN  HISTORY 

been  limited  to  his  own  United  States.  He  has 
learned  something  of  European  history,  particularly 
English  history,  and  perhaps  a  good  deal  of  older 
world  history ;  but  these  have  come  in  for  the  most 
part  incidentally,  to  explain  or  illustrate  or  enforce 
what  he  has  found  here.  With  him  American  his 
tory  has  been  the  fundamental  thing  throughout, 
even  though  he  has  been  able  to  comprehend  it  only 
in  an  elementary  degree.  He  has  had  a  good  intro 
duction  for  further  study,  if  he  continue  in  school; 
and  some  preparation  for  life  as  a  citizen  of  his  own 
country,  if  he  must  at  once  face  the  world. 

In  the  high  school  the  boy  or  girl  may  well  begin 
with  ancient  history,  and  give  special  attention  to 
Athens,  Rome,  and  Jerusalem.  The  second  year 
he  may  come  on  down  the  ages,  following  the  star 
of  destiny  westward,  peering  after  its  gleam  in  the 
uncertain  darkness,  and  rejoicing  at  its  greater  light 
when  the  age  of  confused  uncertainties  passes. 
Medieval  history  is  rich  in  chivalry  and  romance, 
thrilling  in  tragedy  and  pathos,  and  illuminating,  in 
spite  of  its  shadows,  to  the  student  of  modern  insti 
tutions.  The  normal  boy  and  girl  will  find  the 
Middle  Age  a  delightful  period  of  study  for  the  sec 
ond  year  of  high  school. 

The  third  year  of  high  school  may  very  properly 
be  devoted  chiefly  to  the  history  of  Great  Britain, 
our  great  mother  land ;  and  then  in  the  fourth  year 
the  student,  with  maturing  powers  and  amplified 


A  SURVEY  OF  THE  HISTORICAL  FIELD        49 

resources  of  knowledge,  may  profitably  take  up  again 
the  history  and  government  of  the  United  States,  his 
own  country.  He  will  then  comprehend  many 
things  that  puzzled  him  in  the  grades,  and  appre 
ciate  many  things  that  before  seemed  to  him  without 
meaning. 

In  college  the  student  of  history  may  be  allowed 
increasing  privilege  of  election,  and  if  he  act  wisely 
he  will  certainly  shape  his  choices  according  to  his 
plan  of  life.  If  his  plan  contemplate  a  university 
course,  his  elections  will  gradually  converge  toward 
a  special  field,  unless  he  should  be  seeking  only  a 
rather  vague  general  culture. 

In  reference  to  books  of  history,  it  will  probably 
be  best  not  to  burden  the  child  with  a  textbook  be 
fore  the  fourth  year  in  school.  Much  will  depend 
upon  the  teacher.  The  better  the  teacher,  the  less 
the  need  for  a  book  in  the  hands  of  the  child.  The 
teacher  must  of  course  know  books  and  use  books 
in  the  process  of  teaching  the  child ;  and  if  the  child 
wishes  to  read,  and  can  be  provided  with  a  suitable 
book,  let  him  read ;  but  do  not  burden  him  with  a 
heavy  book  or  discourage  him  with  a  dry  book. 

Beginning  with  the  fourth  grade,  or  thereabouts, 
the  child  should  be  able  to  use  some  books  with 
profit  and  pleasure.  In  order  that  he  may  do  so,  the 
parent  or  the  teacher  must  make  a  judicious  selec 
tion  of  books  for  him,  adapting  them  to  his  knowl 
edge  and  capacity,  as  well  as  to  the  plan  of  the  school 


50         HOW  TO  TEACH  AMERICAN  HISTORY 

course.  As  he  grows,  the  books  should  grow  with 
him,  still  being  nicely  adapted  to  his  powers  and  the 
teacher's  plans.  In  most  cases  the  error  will  be  com 
mitted  in  selecting  a  book  too  difficult  for  the  child. 
Let  the  teacher  beware  of  supposing  that  because  a 
book  is  elementary  and  simple  to  him  it  is  necessarily 
so  to  the  boy  or  girl  in  his  class.  But  by  the  tune  the 
pupil  has  reached  the  third  year  of  the  high  school  he 
ought  to  be  able  to  use  almost  any  book,  at  least  for 
supplementary  work.  The  regular  textbooks  should 
still  be  carefully  chosen  for  him. 

An  effort  is  made  to  show  graphically  in  the  ap 
pended  outline  a  comprehensive  scheme  of  the  history 
field,  A,  regarding  books,  B,  regarding  schools  and 
courses  of  study,  as  presented  in  the  foregoing 
paragraphs. 

The  graded  book  lists  incorporated  in  Chapter  VII 
are  intended  to  conform  to  this  outline,  particularly 
to  the  left-hand  section  of  it,  and  to  carry  out  some 
what  in  specific  titles  the  recommendations  herein 
made  in  general  suggestions.  The  subject  groups 
offered  in  the  same  chapter  (VII)  will  be  seen  to 
conform  similarly  to  that  part  of  the  outline  which 
has  reference  to  the  course  of  study  that  may  be 
given  in  the  grades  of  the  elementary  school.  The 
four-year  course  of  study  in  history  outlined  and 
recommended  for  high  schools  in  Chapter  IX  will 
also  be  found  in  close  agreement  with  the  scheme 
herewith  indicated. 


A  SURVEY  OF  THE  HISTORICAL  FIELD        51 


OUTLINE  OF  THE  HISTORY  FIELD 


A.  With  Reference  to 
Books. 

The  Pre-textbook  Stage,  h 

Textbooks  in   hands  ofJ2 

teacher  only.  1 3 

4 


The  Easy  Textbook 
Stage. 

Textbooks  being  ad 
justed  to  the  pupil's 
hands  also. 


The  General  Textbook 
Stage. 

The  pupil  becoming  a 
master  of  books  as 
well  as  of  facts,  meth 
ods,  and  principles. 


B.  With  Reference  to  Schools 
and  Courses. 

Grades  of  the  Elementary  School. 

In  American  schools  the  work 
should  be  chiefly  in  American  his 
tory.  This  should  be  funda 
mental  throughout,  with  inci 
dental  reference  to  European 
history,  particularly  as  it  affects 
American  history. 

Years  of  the  High  School. 

The  course  here  should  be  general, 
but  still  specially  applied  to  Amer 
ica,  particularly  in  the  4th  year. 


Years  in  College  —  Leading  to  the 
Bachelor's  Degree. 

I  The  course  here  should  also  be  gen 
eral,  but  may  be  directed  par 
ticularly  toward  the  specialties  in 
prospect. 


Years  in  University  —  Leading  to  the 
Master's  and  the  Doctor's  Degree. 
The  work  here  should  be  special 
and  intensive. 


CHAPTER  VI 

THE  PLACE  AND  TIME  TO  BEGIN  THE  STUDY 
OF  HISTORY 

WE  are  disposed  to  look  upon  all  beginnings  as 
more  or  less  difficult ;  yet  many  —  even  many  of 
the  right  sort  —  are  very  easy.  It  depends  largely 
upon  the  spirit  in  which  we  start  out,  and  whether 
we  fall  in  with  the  natural  order  of  things  or  not. 

In  teaching  history  the  parent  may  begin  at  home, 
as  soon  as  the  child  takes  an  interest  in  people 
and  their  doings.  Yonder  hangs  an  old  picture  upon 
the  wall.  It  was  painted  long  ago  by  the  child's 
grandfather ;  and  it  represents  an  old  tavern,  with  a 
group  of  men,  some  on  horseback,  before  it.  That 
picture  has  a  story,  a  story  that  fits  into  the  history 
of  the  community  and  the  nation;  and  the  child's 
ancestors  helped  to  make  that  story.  How  natural 
and  easy  it  is  to  stir  up  the  child's  intelligent  interest 
in  that  picture  and  in  that  story. 

Above  the  fireplace  hangs  an  old  sword.  Out  on 
the  green  lawn  is  a  great  tree.  At  the  next  corner  of 
the  street  is  an  old  stone  house.  In  a  dark  corner  of 
the  barn  is  an  old  stagecoach.  Each  of  these  has  its 
story  —  a  story  of  action,  of  danger,  of  heroism  — 

52 


PLACE  AND  TIME  TO  BEGIN  THE  STUDY     53 

that  the  child  will  eagerly  hear  from  the  lips  of  parent 
or  teacher. 

At  school,  even  in  the  first  grade,  the  resourceful 
teacher  will  find  or  make  numberless  subjects  and 
occasions  for  stirring  the  child's  historical  curiosity. 
There  are  flags  and  pictures  on  the  walls ;  there  are 
many  curious  old  relics  in  the  museum ;  some  child 
in  the  room  has  a  meaningful  name ;  another  one  has 
found  a  flint  arrowhead  or  a  tomahawk  in  a  newly 
plowed  field ;  there  is  a  small  stone  marker,  with 
some  words  on  it,  in  the  public  square,  and  a  tall 
white  shaft  of  marble  among  the  trees  in  the  ceme 
tery  ;  and  every  month  or  two  there  comes  along  a 
historical  holiday.  Each  of  these  presents  an  oppor 
tunity  to  the  history  teacher  for  beginning  her  work. 
They  come  into  the  way  so  easily  and  naturally  that 
the  child  may  enter  the  history  path  and  travel  long 
upon  it  before  realizing  that  it  presents  any  tasks  at 
all.  Along  with  the  stories  from  real  objects  and 
persons  at  hand,  the  skillful  teacher  may  readily 
introduce  many  others  from  the  books. 

In  most  graded  and  high  schools  the  history  work 
follows,  and  in  every  one  it  should  follow,  a  carefully 
prepared  outline  covering  every  year,  from  the  first 
to  the  last.  Under  such  conditions  the  versatile 
teacher  should  find  it  easy  to  adjust  herself  to  her 
particular  place  in  the  scheme.  She  may  readily 
see  what  work  has  gone  before,  and  what  work 
will  follow  after,  her  own ;  and  so  will  be  able  to  set 


54         HOW  TO  TEACH  AMERICAN  HISTORY 

forth  upon  her  own  work  intelligently,  and  to  give 
to  it  the  proper  scope  and  bearing. 

In  a  poorly  graded  school,  or  a  so-called  graded 
school  that  has  no  scheme  at  all  for  the  several  sub 
jects  from  year  to  year,  the  first  step  is  to  get  a  good 
scheme  adopted.  In  a  single-room,  ungraded  school 
the  teacher  has  much  freedom  for  her  talents  and 
judgment;  yet  even  here  nothing  will  perhaps  aid 
her  so  much  as  adopting  a  comprehensive  plan, 
dividing  the  possible  history  work  into  seven  or  eight 
parts,  allotting  to  each  part  a  session  of  school.  The 
several  classes  may  then  be  set  into  this  scheme.  If 
the  teacher  remain  for  a  second  or  a  third  year  at 
the  same  school,  she  will  find  her  hard  planning  of 
the  first  year  making  easier  working  ever  afterward. 
If  she  go  elsewhere,  she  should  leave  to  her  successor 
a  copy  of  her  scheme,  with  memoranda  indicating  the 
location  of  each  class  in  the  scheme. 

Probably  it  is  in  the  normal  schools  that  the  teacher 
will  find  greatest  difficulty  in  knowing  just  how  and 
where  to  begin.  Even  if  the  same  course  in  history 
and  history  teaching  be  required  in  all  the  secondary 
schools  of  any  particular  state,  the  normal  school 
teacher  will  still  have  somewhat  of  the  difficulty  sug 
gested,  since  it  is  hardly  possible  that  all  his  pupils 
will  have  the  same  kind  or  the  same  degree  of  prepara 
tion.  It  would  hardly  be  desirable  to  require  so 
much  uniformity  throughout  the  high  schools  of  any 
state  in  the  teaching  of  any  subject  that  a  hundred 


PLACE  AND  TIME  TO  BEGIN  THE  STUDY      55 

different  pupils,  from  as  many  different  schools,  could 
be  warranted  in  advance  to  fill  exactly  the  same 
measure.  Such  a  thing  would  not  be  possible  if  it 
were  desirable. 

Accordingly,  when  the  history  teacher  in  a  normal 
school  is  confronted  by  a  hundred  or  more  young 
men  and  women  from  different  sections  and  from  dif 
ferent  schools,  with  different  kinds  and  degrees  of 
training,  with  different  habits  and  traditions,  it  may 
be  well  for  him  to  take  soundings  a  little  in  the  harbor 
before  launching  out  into  the  open  seas. 

If  the  first  part  of  the  normal  school  course  be  de 
voted  to  a  review  or  a  new  view  of  subject  matter  as 
such,  conditions  are  materially  helped  in  various 
ways.  If,  on  the  other  hand,  the  course  from  the 
beginning  deal  primarily  with  principles  and  methods, 
the  teacher  must  start  farther  out  at  sea;  but  in 
either  case  a  cordial  relationship  of  mutual  acquaint 
ance  should  be  established  between  the  teacher 
and  his  class  as  soon  as  possible  and  as  thoroughly 
as  possible.  The  first  few  days  of  the  session  may 
well  be  devoted  to  such  adjustment  and  to  locating 
a  few  cardinal  points.  For  such  purposes  the  fol 
lowing  plan  has  been  found  valuable. 

Take  the  first  four  or  five  days  for  general  intro 
ductory  work,  proceeding  somewhat  after  this 
fashion :  — 

First  day.  —  Enroll  the  class  by  having  each  mem 
ber  of  it  write  down  upon  a  card  her  full  name  and 


56         HOW  TO  TEACH  AMERICAN  HISTORY 

home  address,  including  town,  county,  and  state. 
Cards  of  convenient  size  should  be  provided  for  this 
purpose  by  the  teacher  or  by  the  school.  If  cards 
are  provided  by  the  school  for  registration  in  the 
class,  but  do  not  secure  the  student's  home  address,  as 
indicated  above,  in  form  convenient  for  the  teacher's 
use,  the  latter  may  well  have  a  second  set  of  cards 
filled  out  for  his  own  desk.  Thereby  he  may  secure 
several  advantages.  In  the  first  place,  he  will  have 
the  names  of  his  pupils  in  convenient  form  for  alpha 
betical  or  other  arrangement.  In  the  second  place, 
he  will  have  an  illuminating  index  to  the  characters 
and  habits  of  the  different  ndividuals  in  the  exact 
ness  or  inexactness,  the  neatness  or  lack  of  it,  with 
which  the  cards  are  filled  out.  In  the  third  place, 
he  may  classify  his  pupils  as  to  locality,  and  thus 
not  only  gauge  them  with  reference  to  their  probable 
opportunities  and  training,  but  also  determine  in 
adequate  measure  some  vantage  grounds  of  appeal 
in  getting  at  one  with  them. 

The  enrolling  of  the  class,  as  suggested,  will  require 
only  a  few  minutes ;  accordingly  the  greater  part  of 
the  hour  will  remain  for  something  else.  There  may 
be  upon  the  blackboard,  written  there  in  advance, 
a  list  of,  say,  thirty-five  easy,  interesting,  small  books 
of  history  —  preferably  American  history.  This 
list  of  thirty-five  may  be  divided  into  five  equal 
groups  labeled  respectively  A  —  D,  E  —  H,  I  —  M, 
N  —  R,  S  —  Z.  Say  to  the  class  :  — 


PLACE  AND  TIME  TO  BEGIN  THE  STUDY     57 

"You  will  find  in  the  school  library  two  or  more  copies 
of  each  of  these  books.  They  are  all  little  books,  easy  and 
interesting.  I  want  each  one  of  you  to  get  one  of  these 
books  and  read  as  much  of  it  as  you  can  during  the  next 
two  or  three  days.  Read  it  all  if  you  can.  Read  it  as 
a  pleasure,  not  as  a  task;  yet  try  to  remember  it  well 
enough  to  be  able  to  tell  something  about  it  afterwards 
if  you  should  be  given  a  chance  to  do  so.  All  of  you  whose 
family  names  begin  with  A,  B,  C,  or  D  may  take  a  book 
in  the  first  group ;  all  whose  names  begin  with  E,  F,  G, 
or  H  may  take  one  from  the  second  group ;  and  so  on." 

Some  minutes  of  the  period  will  likely  still  remain. 
These  may  be  devoted  to  any  general  or  special  talk 
that  the  teacher  deems  appropriate. 

Second  day.  —  The  first  half  of  the  period  may  well 
be  employed  in  securing  from  each  pupil  carefully 
written  answers  to  the  following  questions  :  — 

1.  How  long  have  you  been  studying  history  ? 

2.  What  book  of  history  did  you  first  read  or  study  ? 

3.  Name  all  the  other  books  of  history  you  have  read 
or  studied,  so  far  as  you  can  now  recall  them. 

4.  Do  you  like  history,  or  not  ? 

5.  Give  reasons  why  you  like  it,  or  why  you  do  not 
like  it. 

The  remainder  of  the  hour  may  be  used  for  another 
general  or  special  lecture. 

Third  day.  —  Have  the  answers  to  the  above  ques 
tions  carefully  tabulated,  and  take  the  whole  hour 
to  go  over  them  and  discuss  them  with  the  class. 


58         HOW  TO  TEACH  AMERICAN  HISTORY 

This  will  be  an  exercise  of  exceeding  interest  and 
profit  to  both  teacher  and  pupils. 

Fourth  day.  —  Call  on  two  or  three  members  from 
each  of  the  five  groups  to  make  brief  reports  on  the 
books  read.  This  will  give  the  teacher  opportunity 
to  make  some  helpful  remarks  and  to  secure  some 
helpful  observations.  It  will  add  to  the  class's 
general  stock  of  information.  It  will  give  the  pupils 
reporting  a  sort  of  experience  on  their  feet  that  should 
be  valuable  in  their  preparation  for  teaching.  It  will 
do  much  to  promote  acquaintance  and  a  spirit  of  good 
fellowship  in  the  class ;  and  it  will  impress  each  pupil, 
at  the  outset,  with  the  fact  that  part  of  one's  business 
in  preparing  to  teach  is  to  get  acquainted  with  books. 

Fifth  day.  —  The  first  half  of  the  period  may  ap 
propriately  be  given  to  a  preliminary  talk  on  note 
books  and  the  methods  of  taking  notes  in  class,  in  the 
library,  or  in  other  places.  The  second  half  may  be 
used  to  explain  the  rules  by  which  the  work  of  the 
pupil  is  to  be  estimated  :  what  values  will  be  credited 
to  regular  attendance,  to  oral  recitation,  to  written 
reports,  to  written  tests,  to  deportment,  and  to 
general  attitude  toward  the  subject  and  the  work. 
The  first  regular  assignment  in  a  textbook  may  be 
made  at  this  time. 

It  is  confidently  believed  that  the  first  week  may 
be  spent  upon  introductory  work  of  the  sort  indicated 
with  greater  profit  than  would  ordinarily  be  realized 
by  plunging  at  once  into  regular  routine.  But  let 


PLACE  AND  TIME  TO  BEGIN  THE  STUDY     59 

the  plan  outlined  above,  or  any  plan,  be  modified  or 
supplanted  altogether  according  to  the  judgment  of 
each  instructor,  as  he  studies  his  own  pupils  and  their 
needs.  Skillful  adaptation  is  always  the  chief  thing 
to  be  sought  in  every  plan,  in  every  method,  in  every 
place.  I  would  lay  down  only  one  ironclad  rule :  Be 
the  master  of  every  rule.  Let  no  plan  be  so  iron 
clad  that  it  cannot  be  modified  or  discarded  for  im 
provement. 

Common  sense  must  always  be  a  saving  grace. 
The  teacher  who  says,  "  There  is  just  one  way  —  my 
way  "  is  several  centuries  out  of  his  time  and  place. 
He  would  have  done  fairly  well  in  medieval  Europe, 
but  old  Egypt  or  China  was  his  proper  home.  "  Born 
after  his  time  "  should  be  inscribed  over  his  door. 
The  paths  of  progress  lead  elsewhere.1 

1  In  connection  with  the  subject  of  this  chapter  attention  is 
directed  to  an  article  in  the  History  Teacher's  Magazine,  June, 
1914 :  "Suggestions  for  Beginners  in  the  Teaching  of  History," 
by  F.  E.  Moyer. 


J 

CHAPTER  VII 
HISTORY  IN  THE  GRADES 

EVERY  school  should  have  a  well-defined  course 
mapped  out  for  the  work  in  history,  assigning  partic 
ular  phases  or  portions  of  the  work  to  the  successive 
years,  in  a  progressive  series. 

The  advantages  of  such  a  plan  are  obvious. 
Thereby  each  teacher,  according  to  her  grade,  or  the 
grade  of  her  class,  can  at  once  fit  herself  into  the 
scheme,  knowing  where  to  begin  and  where  to  stop. 
She  can  determine  in  fair  measure  what  preparation 
her  pupils  have  had  in  the  subject,  and  what  they  still 
lack.  Needless  duplication  and  identical  repetition 
from  year  to  year  can  be  avoided.  Having  the  field 
apportioned  to  a  definite  number  of  years,  the  several 
teachers  should  be  able  to  cover  it  all  in  the  allotted 
time ;  and,  at  the  same  time,  since  the  work  of  each 
year  is  limited  to  a  comparatively  brief  period,  or 
to  only  a  few  subjects,  each  teacher,  or  the  same 
teacher  from  year  to  year,  has  a  chance  to  work  more 
or  less  intensively.  Extension  is  assured  by  the 
scheme  as  a  whole,  and  intension  is  made  possible  by 
circumscribing  a  part  of  the  field,  year  by  year. 

In  most  schools  the  teacher  will  doubtless  find  the 

60 


HISTORY  IN  THE  GRADES  61 

course  of  study  for  each  year  or  each  grade  already 
mapped  out,  and  her  skill  in  consequence  may  be 
addressed  chiefly  to  the  task  of  adapting  herself  to 
the  system  and  at  the  same  time  shaping  her  part  of 
the  system  upon  her  ideals.  In  such  cases  the  text 
books  also,  and  the  chief  reference  books,  will  prob 
ably  be  selected  in  advance  for  her.  Nevertheless, 
she  should  have  at  least  opinions  of  her  own  —  them 
she  should  claim  the  right  of  shaping  for  herself. 
She  should  be  able  soon  to  reach  a  conclusion  as  to 
whether  the  plan  of  the  course  is  a  good  one ;  whether 
the  textbooks  she  is  given  are  good  in  themselves ; 
and  whether  they  are  adapted  to  the  grade  for  which 
they  are  provided.  She  should  be  able  thus  not 
only  to  reach  intelligent  conclusions,  but  also  to  exert 
some  influence  in  a  proper  and  tactful  way  to  get 
conditions  changed  if  they  ought  to  be  changed. 

In  case  the  teacher  is  so  unfortunate  as  to  get  into 
a  school  that  has  no  course  of  study  already  outlined, 
she  should  be  able  to  help  matters  by  outlining  a 
course  at  once.  The  lack  may  be  her  opportunity. 
As  a  possible  aid  in  such  a  contingency,  and  as  a 
means  of  expressing  some  opinions  in  tabular  form, 
the  following  outline  of  history  for  the  grades  is  sub 
mitted.  Since  it  is  for  American  schools  it  is  devoted 
mainly  to  American  history.  European  history  and 
older  world  history  are  brought  in  rather  sparingly, 
and  to  explain  rather  than  to  supplement  American 
history.  The  author  has  no  prejudice  against  the 


62         HOW  TO  TEACH  AMERICAN  HISTORY 

history  of  the  Old  World,  he  loves  it ;  but  the  his 
tory  of  our  own  country  is  so  vast  and  so  essential 
that  we  cannot  afford  to  be  sidetracked  too  much 
until  we  have  in  a  fashion  compassed  it. 

Moreover,  it  should  be  remembered  that  the  child, 
in  a  good  school  or  in  a  good  home,  is  by  no  means 
wholly  dependent  upon  the  history  course  for  knowl 
edge  of  Old  World  treasures.  Much  Old  World 
history  is  touched  upon  through  his  studies  in  litera 
ture,  art,  music,  and  geography,  and  should  be  so 
touched  upon  consciously  and  deliberately.  Reader 
selections,  biographical  studies,  Sunday  school  les 
sons,  and  such  material  frequently  present  a  rich 
background  in  the  Old  World,  and  enhance  the 
child's  appreciation  of  distant  lands  and  distant 
ages. 

For  the  course  in  history  for  the  grades,  as  pre 
sented  below,  the  following  distinctive  features  are 
claimed :  — 

1.  An  effort  is  made   to  unify  the  whole  by  a 
rather  close  adherence  to  the  American  field.    Con 
sequently,  only  a  small  amount  of  foreign  matter  is 
introduced,  and  such  only  as  has  an  obvious  bearing 
on  American  history. 

2.  By  this  close  adherence  to  the  American  field 
it  has  been  possible  to  introduce  into  the  course 
certain  important  topics  not  usually  given  place  in 
our  history  courses,  for  example,  social  and  industrial 
topics  like  the  following :  The  Story  of  Steam,  The 


HISTORY  IN  THE  GRADES  63 

Story  of  Iron,  The  Story  of  Cotton,  Great  American 
Missionaries,  Great  American  Educators,  and  Great 
American  Women. 

3.  The  chronological  order  is  completed  in  the 
seventh  grade,  thus  to  afford  a  practicable  course 
for  seven-grade  schools,  while  the  topics  presented 
for  the  eighth  grade  are  selected  with  a  view  to 
giving  the  most  desirable  work  possible  in  that  year 
for  eight-grade  schools. 

4.  In  the  book  list  following  each  grade  an  attempt 
is  made  to  classify  the  books  in  groups  corresponding 
to  the  several  topics  or  groups  in  the  outline;  and 
from  the  fifth  grade  on  two  lists  are  given :  one  for 
the  pupil,  one  for  the  teacher. 

Grade  I 

SUBJECT 

Group  1.   Easy  history  stories,  developed  from  local  subjects. 

2.  Glimpses  of  Indian  life,  given  during  Indian  Summer. 

3.  Thanksgiving  stories,  centering  about  Thanksgiving. 

4.  Christmas  stories,  centering  about  Christmas. 

5.  Stories  from  the  We  of  Robert  E.  Lee,  centering  about 
Lee's  birthday,  January  19. 

6.  Stories  from  the  life  of  Abraham  Lincoln,  centering  about 
Lincoln's  birthday,  February  12. 

7.  Stories  from  the  life  of  George  Washington,  centering  about 
Washington's  birthday,   February    22.    This    series    may  be 
extended  over  a  couple  of  months,  and  embrace  many  features 
of  pioneer  life  and  Indian  life. 

8.  Stories  from  the  life  of  Daniel  Boone,  continuing  the  por 
traiture  of  primitive  life  in  America. 


64         HOW  TO  TEACH  AMERICAN  HISTORY 

9.  Various  forms  of  construction  work  on  sand  tables,  etc., 
may  be  employed  throughout  to  give  concreteness  and  attrac 
tiveness  to  the  lessons. 

10.  Frequent  excursions  may  be  made  to  places  of  historical 
interest  near  the  school. 

References  for  the  Teacher1 
Group  1 

Local  histories,  old  letters,  old  diaries,  old  buildings,  relics,  etc. 

Group  2 

BAYLISS  :    Two  Little  Algonkin  Lads;    Educational  Publishing 

Co.,  New  York. 
BURTON  :  The  Story  of  the  Indians  of  New  England;  Silver,  Bur- 

dett  &  Co.,  Boston. 
DRAKE  :   Indian  History  for  Young  Folks;    Harper  &  Bros., 

New  York. 
DRAKE  :    The  Making  of  New  England;   Chas.  Scribner's  Sons, 

New  York. 
HART:  Colonial  Children;  Part  IV;  The  Macmillan  Co.,  New 

York. 

JUDD  :  Wigwam  Stories;  Ginn  &  Co.,  Boston. 
POWERS:  Stories  of  Indian  Days;  Educational  Publishing  Co., 

New  York. 

Group  3 

BRADFORD  :  Journal;  Wright  &  Potter  Printing  Co.,  Boston. 
BURNS:    A  Complete  Holiday  Program  for  First  Grade;    with 
Nunney ;   Educational  Publishing  Co.,  New  York.  —  Con- 

1  Note  that  the  groups  of  reference  books  for  each  grade  are 
numbered  to  correspond  to  the  subject-groups  outlined  for  the 
grade. 


HISTORY  IN  THE  GRADES  65 

tains  fine  material  for  Thanksgiving,  Christmas,  Lincoln's 

birthday,  Washington's  birthday,  Arbor  Day,  Bird  Day, 

Decoration  Day,  Mother's  Day,  etc. 
DENTON:   Holiday  Facts  and  Fancies;   Educational  Publishing 

Co.,  New  York.  —  An  excellent  manual  for  the  early  grades. 
EARLE  :    Customs  and  Fashions  of  Old  New  England;    Chas. 

Scribner's  Sons,  New  York. 
TIFFANY  :  Pilgrims  and  Puritans;  Ginn  &  Co.,  Boston. 

Group  4 

BALDWIN  :    Old  Stories  of  the  East;   American  Book  Co.,  New 

York. 
BENNETT:    The  Bible  Story,  Retold  for   Young  People;    with 

Adeney ;  The  Macmillan  Co.,  New  York. 
BENNETT:    The  New  Testament  Story,  Retold  for  Young  People; 

with  Adeney ;  The  Macmillan  Co. 
BIBLE  :   Stories  of  Joseph,  David,  Ruth,  Esther,  Elizabeth,  Mary, 

Zacharias,  John  the  Baptist,  the  Bethlehem  Shepherds,  the 

Wise  Men,  and  others.' 

CHURCH:  Stories  from  the  Bible ;  The  Macmillan  Co.,  New  York. 
SANGSTER:  The  Story  Bible ;  Moffat,  Yard  &  Co.,  New  York. 
STEWART  :    Tell  Me  a  True  Story  (Bible  hero  stories) ;    F.  H. 

ReveU  Co.,  New  York. 
STEWART  :  The  Shepherd  of  Us  All  (Christ  stories  for  children) ; 

F.  H.  ReveU  Co. 

TAYLOR  :  Bible  Biographies;  Harper  &  Bros.,  New  York.  —  Sepa 
rate  volumes  on  Daniel,  David,  Joseph,  Ruth,  and  others. 
WALLACE  :  The  Boyhood  of  Christ;  Harper  &  Bros.,  New  York. 
WALLACE  :  The  First  Christmas;  Harper  &  Bros. 

Group  5 

CHANDLER  :  Makers  of  Virginia  History;  Silver,  Burdett  &  Co., 
Boston. 


66         HOW  TO  TEACH  AMERICAN  HISTORY 

MAGILL:  First  Book  in  Virginia  History;   pp.  162-172;    J.  P. 

Bell  Co.,  Lynchburg,  Va. 
WILLIAMSON  :  Life  of  Robert  E.  Lee  for  Children;  B.  F.  Johnson 

Co.,  Richmond,  Va. 

Group  6 

ANONYMOUS  :   The  Story  of  Lincoln;  A.  Flanagan  Co.,  Chicago. 

BALDWIN  :  Four  Great  Americans  (Washington,  Franklin,  Web 
ster,  Lincoln) ;  American  Book  Co.,  New  York. 

NICHOLS:  Life  of  Abraham  Lincoln;  Mast,  Crowell  &  Kirk- 
patrick,  Springfield,  Ohio. 

PUTNAM  :  Children's  Life  of  Abraham  Lincoln;  A.  C.  McClurg  & 
Co.,  Chicago. 

TAPPAN  :  American  Hero  Stories;  Houghton  Mifflin  Co.,  Boston. 

Group  7 

ANONYMOUS:    The  Story   of  Washington;    A.   Flanagan  Co., 

Chicago. 
COOKE  :  Stories  of  the  Old  Dominion;  American  Book  Co.,  New 

York. 
HART:   Camps  and  Firesides  of  the  Revolution;  The  Macmillan 

Co.,  New  York. 
MAGILL:  First  Book  in  Virginia  History;    pp.   56-152;    J.  P. 

Bell  Co.,  Lynchburg,  Va. 

SCUDDER:  George  Washington;  Houghton  Mifflin  Co.,  Boston. 
WILSON:  George  Washington;  Harper  &  Bros.,  New  York. 

Group  8 

ANONYMOUS:  Stories  of  American  Pioneers  (Boone,  Lewis  and 
Clark,  Fremont,  Carson) ;  Educational  Publishing  Co.,  New 
York. 

ANONYMOUS:  The  Story  of  Daniel  Boone;  A.  Flanagan  Co., 
Chicago. 


HISTORY  IN  THE  GRADES  67 

CHANDLER:  Makers  of  American  History;  with  Chitwood; 
Silver,  Burdett  &  Co.,  Boston. 

EGGLESTON:  Stories  of  Great  Americans  for  Little  Americans; 
American  Book  Co.,  New  York. 

McMuRRY :  Pioneers  of  the  Mississippi  Valley  (including  Boone 
and  Lincoln) ;  The  Macmillan  Co.,  New  York. 

PERRY  :  Four  American  Pioneers  (Boone,  Crockett,  Clark,  Car 
son)  ;  with  Beebe ;  American  Book  Co.,  New  York. 

THWAITES:  Life  of  Daniel  Boone;  D.  Appleton  &  Co.,  New 
York. 

The  Perry  Pictures,  published  at  Maiden,  Mass.,  and  other 
educational  art  series  will  be  found  of  great  value  in  many  con 
nections  throughout  the  grades. 

Grade  II 

SUBJECT 

Group  1.  The  story  of  Columbus  and  the  New  World  he 
found. 

2.  Stories  and  studies  of  primitive  life,  with  special  reference 
to  the  home  county.    These  studies  may  embrace  both  the 
pioneer  life  of  the  white  settlers  and  the  habits  of  the  particular 
Indian  tribes  by  which  they  were  surrounded. 

3.  Special  studies  of  the  home  county's  notable  men  and 
women. 

4.  Appropriate  celebrations  of  Thanksgiving,  Christmas,  the 
birthdays  of  Lee,  Lincoln,  Washington,  and  others,  including  a 
few  men  and  women  of  the  home  county. 

5.  Construction  work,  continued,  according   to    developing 
skill  and  interest.    This  sort  of  work,  as  well  as  occasional  ex 
cursions  to  historic  places,  should  be  kept  up  indefinitely,  with 
proper  adaptation. 


68         HOW  TO  TEACH  AMERICAN  HISTORY 

Additional  Reference  Books  for  the  Teacher 
Group  1 

EGGLESTON  :   First  Book  of  American  History;   American  Book 

Co.,  New  York. 

FISKE  :  Discovery  of  America;  Houghton  Mifflin  Co.,  Boston. 
FOOTE  :    Explorers  and  Founders  of  America;    with  Skinner ; 

American  Book  Co.,  New  York. 
IRVING  :  Life  of  Columbus. 

LAWLER:  Columbus  and  Magellan;  Ginn  &  Co.,  Boston. 
NIDA:   Dawn  of  American  History  in  Europe;   The  Macmillan 

Co.,  New  York. 

Groups  2  and  3 

Local  histories,  etc.  —  The  Guide  to  American  History,  by 
Channing,  Hart,  and  Turner,  published  by  Ginn  &  Co.,  Boston, 
contains  on  pages  62-89  lists  of  local  histories  for  every  or  nearly 
every  state  in  the  Union.  By  means  of  this  directory,  or  a 
similar  one,  the  teacher  in  most  cases  will  be  able  to  find  some 
publication  relating  to  his  own  particular  section. 

See  an  article  entitled  "An  Experiment  in  Teaching  Local 
History,"  by  Elizabeth  B.  White,  in  the  History  Teacher's  Maga 
zine,  September,  1913. 

Group  4 

See  List,  Grade  I :  Group  3. 

Suggestions  and  materials  for  various  celebrations  will  be 
found  in  educational  journals  and  in  occasional  publications  of 
schools,  societies,  the  Federal  bureau  of  education,  state  depart 
ments  of  public  instruction,  etc. 

It  will  be  observed  that  no  attempt  is  made  to  put  forward 
dates  and  chronology,  as  such,  in  the  early  grades.  Some  dates 
will  naturally  be  learned,  and  a  few  may  be  taught  incidentally ; 


HISTORY  IN  THE  GRADES  69 

but  the  consecutive  arrangement  of  facts,  events,  and  move 
ments,  and  the  fixing  of  dates,  will  more  properly  come  later. 
At  this  early  stage  the  child  is  making  personal  acquaintances, 
gathering  materials,  and  completing  small  circles.  He  is  also 
finding  his  own  powers. 

Grade  III 

SUBJECT 

Group  1.  Stories  of  Queen  Elizabeth,  Sir  Walter  Raleigh,  and 
Virginia  Dare ;  John  Smith  and  Pocahontas ;  Henry  Hudson  and 
the  Half  Moon;  the  Cavaliers  and  the  Puritans;  the  Pilgrims 
and  Priscilla  Alden. 

2.  Stories  and  studies  of  the  early  history  of  the  home  state. 

3.  Special  studies  of  the  famous  men  and  women  of  the  home 
state. 

4.  Appropriate  celebrations  of  state  and  national  holidays. 

5.  The  story  of  steam.    Simple  descriptions,  with  pictures, 
models,  etc.,  of  the  early  steamboats  of  Rumsey,  Fitch,  Fulton, 
and  others ;  and  of  the  early  railroad  cars  drawn  by  horses,  pro 
pelled  by  sails,  and  finally  driven  by  steam. 

Reference  List 1 
Group  1 

ANONYMOUS:   Stones  of  Old  New  England;   A.  Flanagan  Co., 

Chicago. 
BARLOW:    The  Lost  Colony;    with  Howison;    Great  Events  by 

Famous  Historians,  Vol.  X,  pp.  211-229. 
BATES:   English  History  Told  by  English  Poets;   with  Coman; 

The  Macmillan  Co.,  New  York. 
BROWN  :   The  Story  of  Our  English  Grandfathers;  Public  School 

Publishing  Co.,  Bloomington,  111. 

1  See  also  preceding  lists. 


70         HOW  TO  TEACH  AMERICAN  HISTORY 

CHURCH  :    Stories  from  English  History;   The  Macmillan  Co., 

New  York. 
CLEVELAND:  Henry  Hudson  Explores  the  Hudson  River;  Great 

Events,  Vol.  XI,  pp.  1-13. 
CONNOR  :  The  Story  of  the  Old  North  State;  J.  B.  Lippincott  Co., 

Philadelphia. 
COOKE:   Virginia:  A  History  of  the  People;   Houghton  Mifflin 

Co.,  Boston. 
DRAKE:    Virginia  and  the  Middle  Colonies;    Chas.  Scribner's 

Sons,  New  York. 
FISKE:    Dutch  and  Quaker  Colonies;    Houghton  Mifflin  Co., 

Boston. 
KENDALL:  Source  Book  of  English  History ;  The  Macmillan  Co., 

New  York. 

LONGFELLOW  :   The  Courtship  of  Miles  Standish. 
TAPPAN:  England's  Story;  Houghton  Mifflin  Co.,  Boston. 
TAPPAN:  Our  Country's  Story;  Houghton  Mifflin  Co.,  Boston. 

Groups  2  and  3 

ALABAMA 

BROWN  :   History  of  Alabama  for  Use  in  Schools;   New  York, 
1900. 

ARIZONA 

BANCROFT:  Arizona  and  New  Mexico;  San  Francisco,  1888. 

ARKANSAS 

HALLUM:    Biographical   and   Pictorial   History   of  Arkansas; 

Albany,  1887. 
REYNOLDS:  Makers  of  Arkansas;  New  York,  1905. 

CALIFORNIA 

ANONYMOUS  :  Heroes  of  California;  Little,  Brown  &  Co.,  Boston. 
BANCROFT:  California;  San  Francisco,  1890. 


HISTORY  IN  THE  GRADES  71 

HITTELL:  History  of  California;  San  Francisco,  1897. 
SEXTON:  Stories  of  California;  The  Macmillan  Co.,  New  York. 

COLORADO 

BANCROFT:   Nevada,  Colorado,  and  Wyoming;  San  Francisco, 

1890. 
PARSONS:   The  Making  of  Colorado;  A.  Flanagan  Co.,  Chicago. 

CONNECTICUT 

DWIGHT:  History  of  Connecticut;  New  York,  1841. 
HOLLISTER:  History  of  Connecticut;  Hartford,  1857. 
SANFORD  :  History  of  Connecticut;  Hartford,  1888. 

DAKOTA 

BATCHELDER  :  Sketch  of  the  History  and  Resources  of  Dakota  Ter 
ritory;  Yankton,  1870. 
ROBINSON  :  Brief  History  of  South  Dakota;  New  York,  1905. 

DELAWARE 

CONRAD  :  History  of  the  State  of  Delaware;  Wilmington,  1908. 
FERRIS:    History  of  the  Original  Settlements  on  the  Delaware; 

Wilmington,  1840. 
SCHARF:  History  of  Delaware ;  Philadelphia,  1888. 

FLORIDA 

FAIRBANKS:    Florida;   its  History  and  its  Romance;   Jackson 
ville,  1898. 

GEORGIA 

JONES:  History  of  Georgia;  Boston,  1883. 
McCALL:  History  of  Georgia;  Savannah,  1811. 
PHILLIPS:  Georgia;  Houghton  Mifflin  Co.,  Boston. 
STEVENS:  History  of  Georgia ;  Philadelphia,  1859. 


72         HOW  TO  TEACH  AMERICAN  HISTORY 

IDAHO 

HAILEY  :  History  of  Idaho;  Boise,  1910. 

ILLINOIS 

BOGGESS:  Settlement  of  Illinois ;  Chicago,  1908. 
BREESE:  Early  History  of  Illinois;  Chicago,  1884. 
MASON:   Chapters  from  Illinois  History;   Chicago,  1901. 
MATHER,  :  The  Making  of  Illinois;  A.  Flanagan  Co.,  Chicago. 

INDIANA 

COCKRUM  :  Pioneer  History  of  Indiana;  Oakland  City,  1907. 
LEVERING  :  Historic  Indiana;  New  York,  1909. 

IOWA 

GUE  :  History  of  Iowa  from  the  Earliest  Times;  New  York,  1903. 
HARSHA:   The  Story  of  Iowa;  Omaha,  1890. 
SABIN  :   The  Making  of  Iowa;  A.  Flanagan  Co.,  Chicago. 
SHAMBAUGH:  Iowa  Biographical  Series;  Iowa  City,  1907. 

KANSAS 

HOLLOWAY:  History  of  Kansas;  Lafayette,  Ind.,  1868. 
SPRING:  Kansas;  Houghton  Mifflin  Co.,  Boston. 
WILDER:  Annals  of  Kansas;  Topeka,  1886. 

KENTUCKY 

DANDRIDGE  :  A  Kentucky  Pioneer;  The  Michie  Co.,  Charlottes- 

ville,  Va. 

DRAKE  :  Pioneer  Life  in  Kentucky;  Cincinnati,  1870. 
SMITH:  History  of  Kentucky ;  Louisville,  1886. 

LOUISIANA 

FORTIER:   History  of  Louisiana;  New  York,  1904. 
MAGRUDER  :  History  of  Louisiana;  D.  C.  Heath  &  Co.,  Boston. 
THOMPSON:   The  Story  of  Louisiana;  Boston,  1889. 


HISTORY  IN  THE  GRADES  73 

MAINE 

VARNEY:  Brief  History  of  Maine;  Portland,  1888. 
WILLIAMSON  :  History  of  the  State  of  Maine;  Hallowell,  1832. 

MARYLAND 

BOZMAN  :  History  of  Maryland;  Baltimore,  1837. 

GAMBRILL:  Leading  Events  of  Maryland  History;  Ginn  &  Co., 

Boston. 

SCHARF:  History  of  Maryland;  Baltimore,  1879. 
WELSH  :  Colonial  Days;  Educational  Publishing  Co.,  New  York. 

—  Deals   with    Maryland,    Virginia,    the   Carolinas,    and 

Georgia.    Adapted  to  3d  or  4th  grade. 

MASSACHUSETTS 

BARRY:  History  of  Massachusetts;  Boston,  1857. 
BRADFORD  :  History  of  Massachusetts;  Boston,?  1829. 
GOODWIN:   The  Pilgrim  Republic;  Boston,  1888. 
LODGE  :  Boston;  New  York,  1891. 

MICHIGAN 

COOK:  Michigan:  Its  History  and  Government;  The  Macmillan 

Co.,  New  York. 

HOLLANDS  :  When  Michigan  was  New;  A.  Flanagan  Co.,  Chicago. 
LANMAN  :  History  of  Michigan;  New  York,  1839. 
SHELDON  :  Early  History  of  Michigan;  New  York,  1856. 

MINNESOTA 

FOLWELL:  Minnesota,  the  North  Star  State;  Boston,  1908. 
FORSTER:    Stories  of  Minnesota;    Educational  Publishing  Co., 

New  York. 
NEILL  :  History  of  Minnesota;  Minneapolis,  1883. 

MISSISSIPPI 

LOWRY:  History  of  Mississippi ;  with  McCardle ;  Jackson,  1891. 
PICKETT  :  History  of  Alabama,  Georgia,  and  Mississippi;  Charles 
ton,  1851. 


74         HOW  TO  TEACH  AMERICAN  HISTORY 


MISSOURI 


DAVIS  :  Illustrated  History  of  Missouri;  with  Durrie ;  St.  Louis, 

1876. 
SHEPARD  :  Early  History  of  St.  Louis  and  Missouri;  St.  Louis, 

1870. 


MONTANA 


JUDSON:  Montana;  Chicago,  1909. 

MILLER  :  Illustrated  History  of  the  State  of  Montana;  Chicago, 
1894. 


NEBRASKA 


JOHNSON:  History  of  Nebraska;  Omaha,  1880. 
SHELDON  :  History  and  Stories  of  Nebraska;  University  Publish 
ing  Co.,  Chicago,  1913. 

NEVADA 

BANCROFT:   Nevada,  Colorado,  and  Wyoming;   San  Francisco, 
1890. 

NEW   HAMPSHIRE 

McCLiNTOCK :  History  of  New  Hampshire;  Boston,  1888. 
SANBORN  :  New  Hampshire;  Boston,  1907. 

NEW   JERSEY 

GORDON:  History  of  New  Jersey ;  Trenton,  1834. 
MURRAY  :   Notes,  Historical  and  Biographical,  concerning  Eliza 
beth-Town;  Elizabethtown,  1844. 
SCOTT:  New  Jersey;  Houghton  Mifflin  Co.,  Boston. 

NEW  MEXICO 

HAINES:  History  of  New  Mexico;  New  York,  1891. 
LADD  :   The  Story  of  New  Mexico;  Boston,  1892. 
TWITCHELL:  History  of  New  Mexico;  Cedar  Rapids,  1910. 


HISTORY  IN  THE  GRADES  75 

NEW  YORK 

BROOKS:  The  Story  of  New  York;  Boston,  1888. 

LOSSING  :    The  Hudson,  from  the  Wilderness  to  the  Sea;  New 

York,  1866. 
LOVERING  :  Stories  of  New  York;   Educational  Publishing  Co., 

New  York. 

PALMER  :  History  of  Lake  Champlain;  Albany,  1866. 
TODD  :  Story  of  the  City  of  New  York;  New  York,  1890. 
WILLIAMS:  Stones  from  Early  New  York  History;  Chas.  Scrib- 

ner's  Sons,  New  York. 

NORTH  CAROLINA 

ALLEN:   North  Carolina  History  Stories;    B.  F.  Johnson  Co., 

Richmond,  Va. 
ASHE  :  History  of  North  Carolina;  Greensboro,  1908. 

OHIO 

BLACK:   The  Story  of  Ohio;  Boston,  1888. 

FERNOW:   The  Ohio  Valley  in  Colonial  Days;  Albany,  1890. 

MILLER:  Cincinnati's  Beginnings;  Cincinnati,  1880. 

OKLAHOMA 

ABBOTT:  History  and  Civics  of  Oklahoma;  Ginn  &  Co.,  Boston. 
HILL  :  History  of  the  State  of  Oklahoma;  Chicago,  1908. 

OREGON 

GRAY:  History  of  Oregon;  Portland,  1870. 
LYMAN  :  History  of  Oregon;  New  York,  1903. 
WILKES:  History  of  Oregon;  New  York,  1845. 

PENNSYLVANIA 

CORNELL:   History  of  Pennsylvania;  Philadelphia,  1876. 
EGLE  :  Illustrated  History  of  Pennsylvania;  Harrisburg,  1876. 


76         HOW  TO  TEACH  AMERICAN  HISTORY 

SCHARF:  History  of  Philadelphia;  with  Westcott ;  Philadelphia, 

1884. 
THOMAS  :  History  of  Pennsylvania;  D.  C.  Heath  &  Co.,  Boston. 

RHODE   ISLAND 

BRIGHAM  :  History  of  the  State  of  Rhode  Island;  Boston,  1902. 

EATON  :  Roger  Williams,  Founder  of  Providence;  With  Sugges 
tions  for  Study  in  Schools;  with  Craig ;  Dept.  of  Education, 
State  of  Rhode  Island,  1908. 

GREENE  :  Short  History  of  Rhode  Island;  Providence,  1877. 

WEEDEN  :   Early  Rhode  Island;  New  York,  1910. 

SOUTH   CAROLINA 

RAMSAY  :  History  of  South  Carolina;  Charleston,  1809. 
RAVENEL:    Charleston,  the  Place  and  the  People;    New  York, 

1906. 
SIMMS  :  History  of  South  Carolina;  Charleston,  1840. 

TENNESSEE 

BOND  :  Old  Tales  Retold;  or,  Perils  and  Adventures  of  Tennessee 
Pioneers;  Smith  &  Lamar,  Nashville. 

KARNS  :  Tennessee  History  Stories;  B.  F.  Johnson  Co.,  Rich 
mond,  Va.,  1904. 

McGEE :  A  History  of  Tennessee;  American  Book  Co.,  New  York, 
1899. 

PHELAN:  School  History  of  Tennessee;  E.  H.  Butler  &  Co., 
Philadelphia,  1889. 

TURNER  :  Life  of  John  Sevier;  The  Neale  Co.,  New  York,  1910. 

TEXAS 

BROWN  :  History  of  Texas;  St.  Louis,  1893. 
FOOTE  :   Texas  and  the  Texans;  Philadelphia,  1841. 
YOAKUM:  History  of  Texas;  New  York,  1856. 


HISTORY  IN  THE  GRADES  77 


UTAH 


BANCROFT  :   Utah;  San  Francisco,  1890. 
WHITNEY:  History  of  Utah;  Salt  Lake  City,  1893. 

VERMONT 

COLLINS  :  History  of  Vermont;  Ginn  &  Co.,  Boston. 
HALL:  History  of  Vermont;  Albany,  1868. 
HEATON  :   The  Story  of  Vermont;  Boston,  1889. 

VIRGINIA 

CHANDLER  :  Makers  of  Virginia  History;  Silver,  Burdett  &  Co., 
New  York. 

HOWE:  Historical  Collections  of  Virginia;  Charleston,  S.C., 
1846. 

KERCHEVAL  :  A  History  of  the  Valley  of  Virginia;  J.  H.  Grabill, 
Woodstock,  Va.,  1902. 

MAURY:  Young  People's  History  of  Virginia;  B.  F.  Johnson 
Co.,  Richmond,  1904. 

SYDENSTRICKER :  School  History  of  Virginia;  with  Burger; 
Dulaney-Boatwright  Co.,  Lynchburg. 

WERTENBAKER:  Virginia  Under  the  Stuarts;  Princeton  Uni 
versity  Press,  1914. 

WASHINGTON 

MEANY  :  History  of  the  State  of  Washington;  New  York,  1910. 
MEEKER  :  Pioneer  Reminiscences  of  Puget  Sound;  Seattle,  1905. 

WEST  VIRGINIA 

FAST  :  The  History  and  Government  of  West  Virginia;  with  Max 
well;  Morgantown,  1901. 

LEWIS:  History  and  Government  of  West  Virginia;  New  York, 
1904. 


78         HOW  TO  TEACH  AMERICAN  HISTORY 

WISCONSIN 

SMITH:   The  Making  of  Wisconsin;  A.  Flanagan  Co.,  Chicago. 
THWAITES  :   The  Story  of  Wisconsin;  Boston,  1890. 
TUTTLE  :  Illustrated  History  of  Wisconsin;  Boston,  1875. 

WYOMING 

COUTANT:  History  of  Wyoming ;  Laramie,  1899. 

Group  4 

DENTON:  Holiday  Facts  and  Fancies;   Educational  Publishing 

Co.,  New  York. 
TITTLE  :  Colonial  Holidays. 

Group  5 

ADAMS:  Railroads,  their  Origin  and  Problems;  D.  Appleton  & 

Co.,  New  York. 
ANONYMOUS  :  Heroes  of  Industry  (a  story  of  steam) ;  A.  Flanagan 

Co.,  Chicago. 
ARAGO  :    Watt  Improves  the  Steam  Engine;    Great  Events,  Vol. 

XIII,  pp.  302-312. 
BOGAET:    Economic  History  of  the  United  States;    Longmans, 

Green  &  Co.,  New  York. 

BUCKMAN  :  Old  Steamboat  Days  on  the  Hudson. 
COMAN  :  Industrial  History  of  the  United  States;  the  Macmillan 

Co.,  New  York. 
DANDRIDGE  :   Historic  Shepherdstown  (home  of  Rumsey) ;   The 

Michie  Co.,  Charlottesville,  Va. 

FLINT  :  Railroads  of  the  United  States,  their  History,  etc. ;  Phila 
delphia,  1868. 

MAHAN  :  From  Sail  to  Steam. 
MORRISON  :  History  of  American  Steam  Navigation;  New  York, 

1903. 


HISTORY  IN  THE  GRADES  79 

PERRY  :  Four  American  Inventors  (Fulton,  Whitney,  Morse,  Edi 
son)  ;   American  Book  Co.,  New  York. 
ROCHELEAU:    Great  American  Industries:    Transportation;    A. 

Flanagan  Co.,  Chicago. 
SUTCLIFFE  :  Robert  Fulton  and  the  Clermont. 
WRIGHT  :  Children's  Stories  of  American  Progress;  Chas.  Scrib- 

ner's  Sons,  New  York. 

All  of  the  book  lists  herein  submitted  are  selective  rather 
than  exhaustive;  yet  it  is  not  necessary,  of  course,  for  every 
teacher  to  have  all  the  books  that  are  named. 

The  Educational  Publishing  Company,  18  E.  17th  Street, 
New  York,  has  a  series  of  biographical  classics,  dealing  chiefly 
with  famous  Americans,  from  which  many  helpful  selections 
may  be  made  for  the  3d,  4th,  and  5th  grades.  Another  most 
excellent  and  helpful  series  of  biographies  is  published  by  the 
Macmillan  Company,  66  Fifth  Avenue,  New  York. 


Grade  IV 

SUBJECT 

Group  1.  Easy  biographies  of  De  Soto,  Balboa,  and  Cortez, 
Champlain,  La  Salle,  and  Marquette,  Peter  Stuyvesant,  Roger 
Williams,  William  Penn,  and  James  Oglethorpe. 

2.  Characteristics  and  habits  of  the  Spanish,  French,  Dutch, 
and  English,  as  illustrated  in  the  foregoing  and  other  represen 
tatives. 

3.  The  romance  and  tragedy  of  the  seas.     Studies  of  the 
explorations  and  treasure-hunts  of  the  British,  Spanish,  Dutch, 
and  Portuguese  sea  captains,  such  as  Magellan,  Drake,  Fro- 
bisher,  and  others. 

4.  Appropriate  celebrations  of  great  days  and  great  events, 
particularly  the  discovery  of  the  Pacific  (September  26),  dis 
covery  of  America  (October  12),  Plymouth  Rock  Day  (Decem- 


80         HOW  TO  TEACH  AMERICAN  HISTORY 

ber  21),  Easter,  Jamestown  Day  (May  13),  and   Peace  Day 
(May  18). 

5.  The  story  of  iron.  Simple  descriptions,  with  pictures, 
drawings,  etc.,  of  iron  ore,  mining  operations,  smelting,  forging, 
casting,  etc. ;  an  explanation  of  the  values  and  uses  of  iron ; 
and,  in  connection,  something  about  the  discovery  of  fire  and 
its  importance  to  mankind,  together  with  descriptions  of  the 
stone,  bone,  and  copper  implements  that  preceded  the  use  of 
iron. 

Book  List 
Groups  1  and  2 

ANONYMOUS:  Father  Marquette;  A.  Flanagan  Co.,  Chicago. 

ANONYMOUS:  How  Canada  was  Discovered  and  Settled;  Flanagan 
Co. 

ANONYMOUS  :  The  Story  of  La  Salle;  Flanagan  Co. 

BALDWIN  :  Discovery  of  the  Old  Northwest;  American  Book  Co., 
New  York. 

DAVIS  :  Stories  of  the  United  States  for  Youngest  Readers;  Edu 
cational  Publishing  Co.,  New  York. 

FOOTE:  Explorers  and  Founders  of  America;  with  Skinner; 
American  Book  Co.,  New  York. 

KING  :  De  Soto  and  His  Men  in  the  Land  of  Florida;  The  Mac- 
millan  Co.,  New  York. 

MITCHELL:  Cortes,  Montezuma,  and  Mexico;  A.  Flanagan  Co., 
Chicago. 

OBER  :  Biographies  of  De  Soto,  Balboa,  Cortes,  and  others;  Harper 
&  Bros.,  New  York. 

PRATT:  De  Soto,  Marquette,  and  La  Salle;  Educational  Publish 
ing  Co.,  New  York. 

TAPPAN  :  American  Hero  Stories;  Houghton  Mifflin  Co.,  Boston. 

WINTERBURN  i  The  Spanish  in  the  Southwest;  American  Book 
Co.,  New  York. 


HISTORY  IN  THE  GRADES  81 

In  Great  Events  by  Famous  Historians: 

ELLIS  :  Penn's  Founding  of  Philadelphia ;  Vol.  XII,  pp.  153-163. 
GARNEAU  :  La  Salle  Names  Louisiana;  Vol.  XII,  pp.  108-124. 
MILES  :   Champlain  in  Canada;  Vol.  X,  pp.  366-384. 
STEVENS  :  Oglethorpe's  Settlement  of  Georgia;  Vol.  XIII,  pp.  44- 

56. 
VALENTINE  :    The  Dutch  Settlement  of  New  York;  Vol.  XI,  pp. 

44-49. 

Group  3 

BEST  :  Search  for  the  Northwest  Passage  by  Frobisher;  Great  Events, 
Vol.  X,  pp.  156-162. 

CORBETT:  Drake  Captures  Cartagena;  Great  Events,  Vol.  X, 
pp.  230-250. 

GORDY:  Stones  of  American  Explorers;  Chas.  Scribner's  Sons, 
New  York. 

LAUT  :   Vikings  of  the  Pacific;  The  Macmillan  Co.,  New  York. 

McMuRRY:   Pioneers  on  Land  and  Sea;  The  Macmillan  Co. 

OBER  :  Biographies  of  Columbus,  Vespucius,  the  Cabots,  Magellan, 
and  Raleigh;  Harper  &  Bros.,  New  York. 

PRATT:  American  History  Stories ;  Vol.1;  Educational  Publish 
ing  Co.,  New  York. 

SHAW  :  Discoverers  and  Explorers ;  American  Book  Co.,  New  York. 

WINSOR  :  Sir  Francis  Drake;  Houghton  Mifflin  Co.,  Boston. 

Group  4 

Material  for  the  celebration  of  Peace  Day  may  be  obtained 
from  the  American  School  Peace  League,  Mrs.  F.  F.  Andrews, 
Secretary,  405  Marlboro  Street,  Boston.  The  Teachers'  Maga 
zine,  May,  1914,  contains  an  attractive  program  for  Peace 
Day  for  primary  and  intermediate  grades.  Appropriate  exer 
cises  for  other  anniversaries  may  easily  be  arranged  by  the 
teacher  from  collections  of  stories,  poems,  and  music. 


82        HOW  TO  TEACH  AMERICAN  HISTORY 

Group  5 

BISHOP:    History    of   American    Manufactures;    Philadelphia, 

1868. 
BBIQHAM:    Commercial  Geography,  pp.  58-78;    Ginn  &  Co., 

Boston. 
CHASE:   Stories  of  Industry;  Vol.  I;   with  Clow;  Educational 

Publishing  Co.,  New  York. 

ROCHELEAU:   Great  American  Industries:  Minerals;  A.  Flana 
gan  Co.,  Chicago. 

SWANK:  Iron  in  All  Ages ;  Philadelphia,  1892. 
SWANK:  Progressive  Pennsylvania;  J.  B.  Lippincott  Co.,  Phila 
delphia.  —  Contains  much  of  interest  about  steamboats, 
railroads,  and  iron  industries. 

Some  of  the  books  listed  in  Groups  1  and  2  and  in  Group  3 
may  be  put  into  the  hands  of  the  pupils.  "Stories  of  Industry" 
and  "Great  American  Industries,"  in  Group  5,  are  also  of  com 
paratively  easy  grade. 

Grade  V 
The  Beginning  of  a  Chronological  Order 

SUBJECT 

Group  1.  European  background  of  beginnings  in  America.  — 
To  be  studied  from  the  opening  of  the  session  to  the  Christmas 


2.  The  thirteen  colonies  that  became  the  United  States.  — 
Historical    period,   from    the  beginnings    in  America   to   the 
Stamp  Act,   1765;    study  period,  from  January   1  to  about 
May  1. 

3.  The  story  of  cotton,  following  logically  the  story  of  steam 
and  the  story  of  iron  in  Grades  III  and  IV,  respectively. 

4.  Appropriate  celebrations  throughout  the  year. 


HISTORY  IN  THE  GRADES  83 

Reference  List 

A.   For  the  Pupil 

Group  1 

BOURNE:  Introductory  American  History;  with  Benton;  D.  C. 

Heath  &  Co.,  Boston. 
GOEDY  :  American  Beginnings  in  Europe;  Chas.  Scribner's  Sons, 

New  York. 

HARDING  :  The  Story  of  Europe;  Scott,  Foresman  &  Co.,  Chicago. 
NIDA:    The  Dawn  of  American  History  in  Europe;   The  Mac- 

millan  Co.,  New  York. 
POWELL  :  History  of  the  United  States  for  Beginners;  The  Mac- 

millan  Co. 

The  books  named  above  are  perhaps  best  adapted  to  the  6th 
grade,  but  they  may  be  used  here  with  a  competent  teacher. 
The  chronological  order  is  begun  in  the  5th  grade  in  order  to 
make  a  course  that  is  practicable  for  schools  having  only  seven 
grades  as  well  as  for  those  having  eight  grades. 

Group  2 

GORDY:   Stories  of  Early  American  History;   Chas.  Scribner's 

Sons,  New  York. 

HART:  Colonial  Children;  The  Macmillan  Co.,  New  York. 
HODGDON:   First  Course  in  American  History;  Book  I;  D.  C. 

Heath  &  Co.,  Boston. 
PERRY:  American  History :  First  Book;  with  Price;  American 

Book  Co.,  New  York. 
PRATT:  America's  Story  for  America's  Children;  Vols.  I,  II,  III, 

and  IV;  D.  C.  Heath  &  Co.,  Boston. 
SWEET:  Grandfather's  Tales  of  Colonial  Days;  McLoughlin  Bros., 

New  York. 
TAPPAN  :  Our  Country's  Story;  Houghton  Mifflin  Co.,  Boston. 


84         HOW  TO  TEACH  AMERICAN  HISTORY 

Group  3 

CHASE:  Stories  of  Industry;  Vol.JI;  with  Clow;  Educational 

Publishing  Co.,  New  York. 
ROCHELEATJ:   Great  American  Industries:   Products  of  the  Soil; 

A.  Flanagan  Co.,  Chicago. 
STONE:  Days  and  Deeds  a  Hundred  Years  Ago;  with  Fickett; 

D.  C.  Heath  &  Co.,  Boston. 

B.   For  the  Teacher 
Group  1 

CHENEY  :  European  Background  of  American  History;  Harper  & 

Bros.,  New  York. 
HOWARD  :   Four  Great  Pathfinders  (Marco  Polo,  Columbus,  Da 

Gama,  Magellan) ;  Educational  Publishing  Co.,  New  York. 
MYERS  :   The  Modern  Age;  Ginn  &  Co.,  Boston. 
OGG:   Source  Book  of  Mediaeval  History;   American  Book  Co., 

New  York. 
RENOTJF  :  Outlines  of  General  History;  The  Macmillan  Co.,  New 

York. 

ROBINSON  :  History  of  Western  Europe;  Ginn  &  Co.,  Boston. 
WEST:  Modern  History;  Allyn  &  Bacon,  Boston. 

Group  2 

CHANNING:  Story  of  the  Great  Lakes;  with  Lansing;  The  Mac 
millan  Co.,  New  York. 

FISHER:   The  Colonial  Era;   Chas.  Scribner's  Sons,  New  York. 

FISKE  :  The  Discovery  of  America;  Houghton  Mifflin  Co.,  Boston. 

HART:  American  History  Told  by  Contemporaries;  Vols,  I  and 
II ;  The  Macmillan  Co.,  New  York. 

HART  :  Source-Book  of  American  History;  The  Macmillan  Co. 

OSGOOD:  American  Colonies  in  the  Seventeenth  Century;  The 
Macmillan  Co. 


HISTORY  IN  THE  GRADES  85 

PARKMAN  :  Pioneers  of  New  France;  Little,  Brown  &  Co.,  Boston. 
PARKMAN  :  A  Struggle  for  a  Continent;  Little,  Brown  &  Co. 
THWAITES:  The  Colonies;  Longmans,  Green  &  Co.,  New  York. 

Group  3 

BRIGHAM:    Commercial  Geography;    pp.  22-39;    Ginn  &  Co., 

Boston. 

BROOKS:   The  Story  of  Cotton;  Rand,  McNally  &  Co.,  Chicago. 
DABNEY  :   The  Cotton  Gin  and  the  Cotton  Industry;  with  Handy 

and  Olmsted;   Great  Events,  Vol.  XIV,  pp.  271-294. 
HENDERSON  :  Cotton  Manufacture  Developed;  Great  Events,  Vol. 

XIII,  pp.  341-346. 

Grade  VI 

SUBJECT 

Group  1.   A  review  of  the  period  from   the  beginnings  in 
America  to  the  Stamp  Act,  1765. 

2.  The  struggle  of  the  English  colonies  with  the  mother 
country,  and  the  winning  of  political  independence,  1765-1783. 
—  Study  period  for  topics  1  and  2,  from  the  opening  of  the 
session  to  Christmas. 

3.  Formation  of  the  Federal  Union  and  the  winning  of  com 
mercial  independence,  1777-1815. 

4.  Some  great  American  Indians :   for  example,  King  Philip, 
Pontiac,  Tecumseh,  Osceola. 

5.  Appropriate  celebrations  throughout  the  year. 

Reference  List 

A.   For  the  Pupil 

Groups  1,  2,  and  3 

BLAISDELL:  The  Story  of  American  History ;  Ginn  &  Co.,  Boston. 
BURTON  :  Lafayette,  The  Friend  of  American  Liberty;  American 
Book  Co.,  New  York. 


86         HOW  TO  TEACH  AMERICAN  HISTORY 

CODD  :   The  Story  of  Lafayette;  A.  Flanagan  Co.,  Chicago. 
EARLE  :  Child  Life  in  Colonial  Days;  The  Macmillan  Co.,  New 

York. 
GORDY:  Elementary  History  of  the  United  States;  Chas.  Scrib- 

ner's  Sons,  New  York. 
GUERBER:  Story  of  the  Thirteen  Colonies;  American  Book  Co., 

New  York. 

GUERBER:  Story  of  the  Great  Republic;  American  Book  Co. 
HART:   Camps  and  Firesides  of  the  Revolution;  The  Macmillan 

Co.,  New  York. 
HODGDON:   First  Course  in  American  History;  Book  II;   D.  C. 

Heath  &  Co.,  Boston. 
MONTGOMERY:    Beginner's  American  History;    Ginn   &   Co., 

Boston. 

MOORE  :  From  Colony  to  Commonwealth;  Ginn  &  Co. 
PRATT:   American  History  Stories;  Vol.11;   Educational  Pub 
lishing  Co.,  New  York. 
PRATT:    Foundations  of  the  Republic;    D.   C.  Heath  &  Co., 

Boston. 
STONE:    Everyday  Life  in  the  Colonies;    with  Fickett;    D.  C. 

Heath  &  Co. 
WHITE  :  Beginner's  History  of  the  United  States;  American  Book 

Co.,  New  York. 

Group  4 

GORDY  :   Colonial  Days;   Chas.  Scribner's  Sons,  New  York.  — 

Contains  chapters  on  King  Philip  and  Pontiac. 
HULST:    Indian    Sketches;    Longmans,   Green    &    Co.,    New 

York. 

STARR  :  American  Indians;  D.  C.  Heath  &  Co.,  Boston. 
WHITNEY  :   Four  American  Indians  (King  Philip,  Pontiac,  Te- 

cumseh,  Osceola) ;  with  Perry ;  American  Book  Co.,  New 

York. 


HISTORY  IN  THE  GRADES  87 

B.  For  the  Teacher 
Groups  1,  2,  and  3 

CHANNINQ  :  A  Student's  History  of  the  United  States ;  The  Mac- 

millan  Co.,  New  York. 

EARLE  :  Home  Life  in  Colonial  Days;  The  Macmillan  Co. 
FISKE:    The  Critical  Period  of  American  History;    Houghton 

Mifflin  Co.,  Boston. 
HART:.  American  History  Told  by  Contemporaries;    Vol.  Ill; 

The  Macmillan  Co.,  New  York. 
HART  :  Formation  of  the  Union;  Longmans,  Green  &  Co.,  New 

York. 

PARKMAN  :  Montcalm  and  Wolfe;  Little,  Brown  &  Co.,  Boston. 
PARKMAN  :  The  Struggle  for  a  Continent;  Little,  Brown  &  Co. 
SLOANE  :   The  French  War  and  the  Revolution;  Chas.  Scribner's 

Sons,  New  York. 
WALKER  :  The  Making  of  the  Nation;  Chas.  Scribner's  Sons. 

Group  4 

HILDRETH:   King  Philip's  War;   Great  Events,  Vol.  XII,  pp. 

125-137. 

PARKMAN  :  Conspiracy  of  Pontiac;  Little,  Brown  &  Co.,  Boston. 
RANDALL:  Conspiracy  of  Pontiac;  Great  Events,  Vol.  XIII,  pp. 

267-288. 

Grade  VII 

SUBJECT 

Group  1.  Geographical  and  industrial  expansion,  1815-1860. 

2.  Contemporary  growth  in  literature.  —  Study  topics  1  and 
2  till  Christmas. 

3.  The  Civil  War :  causes,  incidents,  and  results. 

4.  Reconstruction. 

5.  The  latest  forty  years. 


88         HOW  TO  TEACH  AMERICAN  HISTORY 

6.  Some  great  American  statesmen. 

7.  Appropriate  celebrations  throughout  the  year. 

The  author  is  thoroughly  in  favor  of  eight  grades  in  the  ele 
mentary  schools ;  but  inasmuch  as  many  schools  have  only  seven 
grades  he  has  endeavored  to  make  this  outline  practicable  for 
them  also  by  ending  the  chronological  order  in  the  seventh 
grade,  as  above. 

Reference  List 

A.   For  the  Pupil 
Groups  1,  2,  3,  4,  and  5 

BATES  :  American  Literature;  The  Macmillan  Co.,  New  York. 
CODY:    Four  American  Poets   (Bryant,  Whittier,  Longfellow, 

Holmes) ;   American  Book  Co.,  New  York. 
CODY  :    Four  Famous  American  Writers  (Irving,  Poe,  Lowell, 

Taylor) ;  American  Book  Co. 

DICKSON:  American  History  for  Grammar  Schools  ;  The  Macmil 
lan  Co.,  New  York. 
FORMAN  :  Stories  of  Useful  Inventions;  The  Century  Co.,  New 

York. 
GORDY  :  A  History  of  the  United  States  for  Schools;  Chas.  Scrib- 

ner's  Sons,  New  York. 
HALLECK  :  History  of  American  Literature;  American  Book  Co., 

New  York. 
HITCHCOCK  :   The  Louisiana  Purchase  and  Building  of  the  West; 

Ginn  &  Co.,  Boston. 
KINGSLEY  :  Four  American  Explorers  (Lewis  and  Clark,  Fremont, 

Kane) ;  American  Book  Co.,  New  York. 
LAWLER  :  A  Primary  History  of  the  United  States;  Ginn  &  Co., 

Boston. 
MACE  :  A  Primary  History:  Stories  of  Heroism;  Rand,  McNally 

&  Co.,  Chicago. 


HISTORY  IN  THE  GRADES  89 

MCLAUGHLIN:  A  History  of  the  United  States  for  Schools;  with 

Van  Tyne;  D.  Appleton  &  Co.,  New  York. 
MACOMBER  :  Stories  of  Our  Authors;  Educational  Publishing  Co., 

New  York. 
MOORE:    An  Industrial  History  of  the  American  People;    The 

Macmillan  Co.,  New  York. 
PERRY:    Four  American  Inventors  (Fulton,  Whitney,   Morse, 

Edison) ;  American  Book  Co.,  New  York. 
RILEY  :  Our  Republic;  with  Chandler  and  Hamilton ;   Riley  & 

Chandler,  Richmond,  Va. 
ROCHELEAU:    Great  American  Industries:    Manufactures;    A. 

Flanagan  Co.,  Chicago. 
ROOSEVELT:    The  Winning  of  the  West;    Current  Literature 

Publishing  Co.,  New  York. 
SEARS  :  American  Literature  in  Its  Colonial  and  National  Periods; 

Little,  Brown  &  Co.,  Boston. 
SWEET:   Stories  of  the  Blue  and  the  Gray;    McLoughlin  Bros., 

New  York. 
THOMPSON  :  A  History  of  the  United  States;  D.  C.  Heath  &  Co., 

Boston. 

TURPIN:   A  Short  History  of  the  American  People;   The  Mac 
millan  Co.,  New  York. 
WRIGHT:   Children's  Stories  of  American  Progress;  Chas.  Scrib- 

ner's  Sons,  New  York. 

Group  6 

ANONYMOUS:  The  Story  of  Franklin;  A.  Flanagan  Co., 
Chicago. 

BALDWIN  :  Four  Great  Americans  (Washington,  Franklin,  Web 
ster,  Lincoln) ;  American  Book  Co.,  New  York. 

BURTON:  Four  American  Patriots  (Henry,  Hamilton,  Jackson, 
Grant) ;  American  Book  Co. 

CAMPBELL:  Famous  American  Statesmen;  Educational  Pub 
lishing  Co.,  New  York. 


90         HOW  TO  TEACH  AMERICAN  HISTORY 

CHANDLER:    Makers  of  American  History;    with  Chitwood; 

Silver,  Burdett  &  Co.,  Boston. 
GORDY  :  American  Leaders  and  Heroes;   Chas.  Scribner's  Sons, 

New  York. 

HALL:  Lives  of  the  Presidents;  A.  Flanagan  Co.,  Chicago. 
SPARK  :  Men  Who  Made  the  Nation;  The  Macmillan  Co.,  New 

York. 

B.  For  the  Teacher 
Groups  1,  2,  3,  4,  and  6 

BOGART:  Economic  History  of  the  United  States;  Longmans, 
Green  &  Co.,  New  York. 

BURGESS  :  The  Civil  War  and  the  Constitution;  Chas.  Scribner's 
Sons,  New  York. 

BURTON  :  Literary  Leaders  of  America;  Chas.  Scribner's  Sons. 

CHADWICK  :  Causes  of  the  Civil  War;  Harper  &  Bros.,  New  York. 

COMAN:  Economic  Beginnings  of  the  Far  West;  The  Macmillan 
Co.,  New  York. 

COMAN:  Industrial  History  of  the  United  States;  The  Mac 
millan  Co. 

FLEMING:  History  of  Reconstruction;  Arthur  H.  Clark  Co., 
Cleveland,  Ohio. 

FORMAN:  Advanced  American  History;  The  Century  Co.,  New 
York. 

GREGG:  Commerce  of  the  Prairies;  Arthur  H.  Clark  Co.,  Cleve 
land,  Ohio. 

HART:  American  History  Told  by  Contemporaries;  Vol.  IV; 
The  Macmillan  Co.,  New  York. 

HULBERT  :  The  Cumberland  Road;  Arthur  H.  Clark  Co.,  Cleve 
land,  Ohio. 

HULBERT:   The  Great  American  Canals;  Arthur  H.  Clark  Co. 

LAUT  :  Pathfinders  of  the  West;  The  Macmillan  Co.,  New  York. 

MCELROY  :  The  Winning  of  the  Far  West;  G.  P.  Putnam's  Sons, 
New  York. 


HISTORY  IN  THE  GRADES  91 

MEANT  :   United  States  History  for  Schools;  The  Macmillan  Co., 

New  York. 
MIMS:   Southern  Prose  and  Poetry;   with  Payne;  Chas.  Scrib- 

ner's  Sons,  New  York. 
MUNFORD  :    Virginia's  Attitude  toward  Slavery  and  Secession; 

Longmans,  Green  &  Co.,  New  York. 
OGG:    Opening  of  the  Mississippi;    The  Macmillan  Co.,  New 

York. 
PANCOAST:  Introduction  to  American  Literature;  Henry  Holt  & 

Co.,  New  York. 
SACHSE  :  Wayside  Inns  between  Philadelphia  and  Lancaster;  pp. 

1-109,     Vol.     22,     Pennsylvania-German     Society     Pro 
ceedings. 

STEDMAN  :   Poets  of  America;  Houghton  Mifflin  Co.,  Boston. 
TURNER:    Rise  of   the    New    West;    Harper    &    Bros.,   New 

York. 
WILSON:  Division  and  Reunion :  1829-1889;  Longmans,  Green 

&  Co.,  New  York. 
WRIGHT  :  Industrial  Evolution  of  the  United,  States;  Chas.  Scrib- 

ner's  Sons,  New  York. 

Group  6 

American  Statesmen  Series ;  Houghton  Mifflin  Co.,  Boston. 
BASSETT:   The  Federalist  System;  Harper  &  Bros.,  New  York. 
CHANNING  :  The  Jeffersonian  System ;  Harper  &  Bros. 
DODD  :   Statesmen  of  the  Old  South;  The  Macmillan  Co.,  New 

York. 

HAPGOOD:   George  Washington;  The  Macmillan  Co. 
JERVEY;  Robert  Hayne  and  His  Times;  The  Macmillan  Co. 
MCCONNELL:    Southern  Orators:   Speeches  and  Orations;   The 

Macmillan  Co. 
TARBELL  :  Abraham  Lincoln;  The  Macmillan  Co. 


92         HOW  TO  TEACH  AMERICAN  HISTORY 
Grade  VIII 

SUBJECT 

Group  1.  Social  and  industrial  life  in  colonial  America. 

2.  The  American  national  spirit,  its  character  and  its  growth ; 
as  shown  in  Franklin's  Albany  plan  of  union,  the  Declaration  of 
Independence,  the  Articles  of  Confederation,  the  Federal  Con 
stitution,  the  Northwest  Ordinance,  the  Monroe  Doctrine,  etc. 

—  Read  the  several  documents,  note  their  historical  significance 
and  the  stages  of  progress  in  national  spirit  and  political  organi 
zation  that  they  mark,  making  a  somewhat  extended  study  of 
the  men  who  took  the  lead  in  framing  these  documents. 

3.  Great  American  missionaries :   Foreigners  like  Las  Casas, 
Eliot,  Hennepin,  and  Asbury,  who  labored  in  America;  and 
Americans  like  Mills  and  Judson,  who  labored  abroad. 

4.  Great  American  educators:    Mann,  Hopkins,  Page,  Bar 
nard,  Wickersham,  Curry,  Knapp,  and  others. 

5.  Great  American  women :  Mary  Washington,  Dolly  Madi 
son,  Dorothy  Dix,  Clara  Barton,  Frances  Willard,  Ellen  Richards, 
Jane  Addams,  and  others. 

Reference  List 

A.   For  the  Pupil 

Group  1 

ASHLEY  :  American  Colonial  History;  The  Macmillan  Co.,  New 

York. 
BOURNE:  A  History  of  the  United  States;  with  Benton;  D.  C. 

Heath  &  Co.,  Boston. 

EARLE  :  Life  in  Colonial  Days;  The  Macmillan  Co.,  New  York. 
EARLE  :  Colonial  Days  in  Old  New  York;  Chas.  Seribner's  Sons, 

New  York. 
GORDY:  Colonial  Days;  Chas.  Scribner's  Sons. 


HISTORY  IN  THE  GRADES  93  . 

HART:  How  Our  Grandfathers  Lived;  The  Macmillan  Co.,  New 

York. 

HART:  Source-Book  of  American  History;  The  Macmillan  Co. 
MAURY:  History  of  Virginia;  pp.  94^121;  B.  F.  Johnson  Co., 

Richmond,  Va. 
PRATT  :  Stories  of  Colonial  Children;  Educational  Publishing  Co., 

New  York. 
SWEET:    Grandmamma's  Tales  of  Colonial  Days;    McLoughlin 

Bros.,  New  York. 
WHARTON  :    Through  Colonial  Doorways;  J.  B.  Lippincott  Co., 

Philadelphia. 

Group  2 

ASHLEY  :  American  History;  The  Macmillan  Co.,  New  York. 

CHANNING  :  Student's  History  of  the  United  States;  The  Mac 
millan  Co.,  New  York. 

FISKE  :  Civil  Government  in  the  United  States;  pp.  146-321; 
Houghton  Mifflin  Co.,  Boston. 

FISKE  :  How  the  United  States  Became  a  Nation;  Ginn  &  Co., 
Boston. 

MACDONALD :  Documentary  Source  Book  of  American  History; 
The  Macmillan  Co.,  New  York. 

STEPHENSON:  An  American  History;  Ginn  &  Co.,  Boston. 

Group  3 

ANONYMOUS:  Old  Franciscan  Missions  of  California;  Little, 
Brown  &  Co.,  Boston. 

GARDNER  :  Winners  of  the  World  during  Twenty  Centuries;  F.  H. 
Revell  Co.,  New  York. 

JOHNSTON:  Adoniram  Judson;  F.  H.  Revell  Co. 

McMuRRY  :  Pioneers  of  the  Mississippi  Valley;  The  Macmillan 
Co.,  New  York. 

MONTGOMERY:  Western  Women  in  Eastern  Lands;  The  Mac 
millan  Co. 


94         HOW  TO  TEACH  AMERICAN  HISTORY 

RHEA  :  Henry  Martyn  and  Samuel  J.  Mills;  with  Stryker ;  F.  H. 

Revell  Co.,  New  York. 
SCUDDER:   Nineteen  Centuries  of  Missions;   F.  H.  Revell  Co., 

New  York. 

SPEER  :   Young  Men  Who  Overcame;  F.  H.  Revell  Co. 
STEWART  :    The  Life  of  Sheldon  Jackson  (missionary  pioneer  in 

the  Rocky  Mountains) ;   F.  H.  ReveU  Co. 

Group  4 

GRAVES:   Great  Educators  of  Three  Centuries;   The  Macmillan 

Co.,  New  York. 
PARKER  :  History  of  Modern  Elementary  Education;  Ginn  &  Co., 

Boston. 
WINSHIP  :  Great  American  Educators;  American  Book  Co.,  New 

York. 

Group  5 

ADAMS  :  Heroines  of  Modern  Progress;  with  Foster ;  Sturgis  and 

Walton  Co.,  New  York. 
BOLTON  :  Girls  Who  Became  Famous;  Thomas  Y.  Crowell  Co., 

New  York. 
GILCHRIST:    Life    of    Mary    Lyon;    Houghton    Mifflin    Co., 

Boston. 
HORTON:    A  Group  of  Famous  Women;   D.  C.  Heath  &  Co., 

Boston. 
HUNT:    Life  of  Ellen  H.  Richards;    Whitcomb  &  Barrows, 

Boston. 
TAPPAN:    American    Hero    Stories;    Houghton    Mifflin    Co., 

Boston. 
WHARTON:    Colonial  Days  and  Dames;   J.  B.  Lippincott  Co., 

Philadelphia. 
WILLIAMS:  Some  Successful  Americans;  Ginn  &  Co.,  Boston. 


HISTORY  IN  THE  GRADES  95 

B.  For  the  Teacher 
Group  1 

BRUCE:    Social  Life  of  Virginia  in  the  Seventeenth  Century; 

Whittet  &  Shepperson,  Richmond. 

BRUCE  :  Social  Life  of  the  South;  with  others;  Southern  Publi 
cation  Society,  Richmond. 
BURNABY:    Travels  through  North  America;    A.   Wessels  Co., 

New  York. 

COFFIN  :  Old  Times  in  the  Colonies;  New  York,  1880. 
EARLE:    Stage-Coach  and  Tavern  Days;    The  Macmillan  Co., 

New  York. 
FISHER  :   Men,  Women,  and  Manners  in  Colonial  Times;  J.  B. 

Lippincott  Co.,  Philadelphia. 
FISKE:    Dutch  and  Quaker  Colonies  in  America;    Houghton 

Mifflin  Co.,  Boston. 

GREENE  :  Provincial  America;  Harper  &  Bros.,  New  York. 
HULBERT:    Boone's  Wilderness  Road;    Arthur  H.  Clark  Co., 

Cleveland,  Ohio. 

Group  2 

ANDREWS:    Colonial  Self -Government ;    Harper  &  Bros.,  New 

York. 
ASHLEY  :  American  Government  (Part  II) ;  The  Macmillan  Co., 

New  York. 
BABCOCK:   The  Rise  of  American  Nationality;  Harper  &  Bros., 

New  York. 
BASSETT:      A     Short    History     of    the     United     States;  The 

Macmillan  Co.,  New  York. 
FISH:    Development  of  American  Nationality;    American  Book 

Co.,  New  York. 
FLICKINGER:   Civil  Government;  pp.  206-334;   D.  C.  Heath  & 

Co.,  Boston. 


96         HOW  TO  TEACH  AMERICAN  HISTORY 

JOHNSTON:    The  United  States:    Its  History  and  Constitution; 

Chas.  Scribner's  Sons,  New  York. 
MACDONALD  :   Documentary  Source  Book  of  American  History; 

The  Macmillan  Co.,  New  York. 
MCLAUGHLIN:   The  Confederation  and  the  Constitution;  Harper 

&  Bros.,  New  York. 
SMITH:   Spirit  of  American  Government;   The  Macmillan  Co., 

New  York. 
TAYLOR:    Origin   and   Growth   of  the   American   Constitution; 

Houghton  Mifflin  Co.,  Boston. 
WALKER:    The  Making  of  the  Nation;    Chas.  Scribner's  Sons, 

New  York. 

Group  3 

BARTON  :  Human  Progress  through  Missions;  F.  H.  Revell  Co., 

New  York. 
CLOUGH  :  Social  Christianity  in  the  Orient;  The  Macmillan  Co., 

New  York. 
FISHER:    History  of  the  Christian  Church;   pp.  449-483,    509- 

527,  559-598;   Chas.  Scribner's  Sons,  New  York. 
JOHNSON:    Great  Events,  Vol.    XIII,   pp.   57-71;    article  on 

George  Whitefield. 
LINDSAY:   Missions  and  Social  Progress;   The  Macmillan  Co., 

New  York. 
OVERTON:    The  Evangelical  Revival  in  the  Eighteenth  Century; 

Longmans,  Green  &  Co.,  New  York. 
WARNECK:   History  of  Protestant  Missions;   F.  H.  Revell  Co., 

New  York. 

Group  4 

ALDERMAN:  J.  L.  M.  Curry:  A  Biography;  with  Gordon;  The 

Macmillan  Co.,  New  York. 
CARTER:  Mark  Hopkins;  Houghton  Mifflin  Co.,  Boston. 


HISTORY  IN  THE  GRADES  97 

DEXTER  :  History  of  Education  in  the  United  States;  The  Mac 
millan  Co. 

HINSDALE  :  Horace  Mann  and  the  Common  School  Revival  in  the 
United  States;  Chas.  Scribner's  Sons,  New  York. 

HUBBELL:  Horace  Mann;  Wm.  F.  Fell  Co.,  Philadelphia. 

LANG  :  Horace  Mann;  A.  Flanagan  Co.,  Chicago. 

MURRAY  :  Francis  Wayland;  Houghton  Mifflin  Co.,  Boston. 

PHELPS:  David  P.  Page;  A.  Flanagan  Co.,  Chicago. 

Group  6 

ADDAMS:  Twenty  Years  at  Hull  House;  The  Macmillan  Co., 
New  York. 

BOLTON  :  Some  Successful  Women;  Lothrop,  Lee  &  Shepard. 

BROOKS:  Historic  Girls;  G.  P.  Putnam's  Sons,  New  York. 

BRUCE  :  Woman  in  the  Making  of  America;  Little,  Brown  &  Co., 
Boston. 

EARLE  :  Margaret  Winthrop;  Chas.  Scribner's  Sons,  New  York. 

GOODWIN:  Dolly  Madison;  Chas.  Scribner's  Sons. 

GREEN  :  Pioneer  Mothers  of  America;  G.  P.  Putnam's  Sons, 
New  York. 

PRYOR  :   My  Day;  The  Macmillan  Co.,  New  York. 

PRYOR:  The  Mother  of  Washington  and  Her  Times;  The  Mac 
millan  Co. 

RAVENEL  :  Eliza  Pinckney;  Chas.  Scribner's  Sons,  New  York. 

STUART:  The  Philanthropic  Work  of  Josephine  Shaw  Lowell; 
The  Macmillan  Co.,  New  York. 

TIFFANY:  Dorothea  Lynde  Dix;  Houghton  Mifflin  Co.,  Boston. 

"History  in  the  Elementary  Schools,"  by  S.  B.  Howe,  in 
Education  for  June,  1914,  will  be  read  with  interest  in  connec 
tion  with  this  chapter. 


CHAPTER  VIII 

A  SUMMARY  OF  AIMS  AND  METHODS  FOR  THE 
GRADES 

IT  is  my  purpose  to  bring  together  here,  in  brief 
compass,  a  number  of  the  things  already  presented 
in  the  preceding  chapters,  and  in  connection  with 
these  a  few  others  that  have  perhaps  not  been  men 
tioned  hitherto. 

We  may  do  well  to  begin  the  teaching  of  history  in 
the  first  grade,  even  in  the  home  before  the  child  goes 
to  school  at  all,  if  we  begin  in  a  natural  and  sensible 
way  —  that  is,  largely  in  the  child's  way  or  in  ways 
that  the  child  will  understand  and  appreciate ;  and 
we  may  continue  to  teach  history  as  long  as  the  school 
course  continues :  through  the  high  school,  the  col 
lege,  the  university,  or  the  professional  school.  Yet 
in  every  process  and  in  every  period  of  the  course 
we  must  study  the  pupil  as  well  as  the  facts  we  are 
trying  to  teach  him,  and  consider  carefully  our  ways 
of  doing  things  with  him.  In  short,  we  must  ob 
serve  a  good  many  cautions  as  well  as  some  recom 
mendations. 

Do  not  burden  the  child  at  first  with  a  textbook. 
This  caution  should  naturally  suggest  itself  if  we  be- 

98 


SUMMARY  OF  AIMS  AND  METHODS  99 

gin  teaching  the  child  history  before  he  can  read. 
But  even  after  he  can  read  a  little,  let  us  be  care 
ful  about  thrusting  books  upon  him.  With  a  good 
teacher  he  may  get  along  very  well  without  a  history 
book  in  his  own  hands  until  he  comes  into  the  fourth 
grade.  Do  not  construe  this  as  an  iron-clad  rule  for 
every  case.  Every  case  must  be  decided  for  itself. 
The  child  is  the  main  factor ;  the  subject  and  the  cir 
cumstances  count  for  something;  the  books  avail 
able  must  be  taken  into  account ;  the  teacher  is  the 
wise  judge.  If  the  child  wants  to  read  history  stories, 
or  books  of  that  nature,  before  the  fourth  grade,  by 
all  means  let  him  do  so.  All  I  say  is,  Do  not  burden 
him  with  a  textbook.  This  means,  do  not  force  a 
textbook  into  his  unwilling  hands ;  do  not  give  him 
one  that  is  too  heavy  for  him,  even  if  he  is  willing  to 
receive  it. 

With  a  wise  teacher  almost  any  rule  will  work 
well;  with  an  unwise  teacher  almost  any  rule  is 
dangerous. 

Do  not  confuse  the  little  child  with  dates,  and  do 
not  terrify  him  with  skeletons.  Dates  are  necessary 
in  the  complete  scheme  of  history,  but  you  must  not 
undertake  to  teach  the  little  child  history  in  its  com 
pleteness.  Skeletons  are  the  framework,  or  archi 
tectural  fundamentals,  of  history,  shown  in  their 
bare  outlines.  Skeletons,  too,  are  necessary,  in  his 
tory  as  well  as  in  anatomy,  but  in  teaching  children 
I  do  not  believe  we  should  show  skeletons  to  start 


100       HOW  TO  TEACH  AMERICAN  HISTORY 

with.  It  seems  much  better  to  study  first  some  of  the 
beautiful  things  of  the  outside,  whether  we  are  study 
ing  the  human  body,  a  tree,  or  history. 

Tell  the  little  child  a  story,  a  story  of  some  man  or 
woman  that  helped  to  make  a  bit  of  history,  some 
where,  sometime.  Tell  him  a  story,  and  then  tell  it 
to  him  again.  Do  not  tell  him  too  many  different 
stories  at  first.  Too  many  will  confuse  him.  When 
you  have  told  him  a  good  story,  have  him  tell  it  to 
you. 

Celebrate  a  few  holidays  —  three  or  four  a  year ; 
more,  if  convenient  and  desirable.  Make  what  you 
present  in  words  or  in  action  as  full  of  detail,  as  vivid 
with  color,  and  as  impressive  as  possible.  Vividness 
and  impressiveness  will  generally  be  secured  in  pro.- 
portion  as  things  are  made  concrete.  The  abstract 
is  almost  certain  to  be  a  fatal  wilderness  to  all  chil 
dren,  and  also  to  many  a  self -approved  Joshua. 

Avoid  complex  stories  and  complex  situations  with 
beginners.  As  the  child  grows  the  situations  and 
stories  may  grow ;  but  nothing  very  difficult  or  com 
plicated  should  be  attempted  in  the  first  four  or  five 
grades.  All  along  here  it  is  the  teacher's  business 
to  make  things  simple,  rather  than  to  twist  them  up 
for  the  fun  of  untangling  them. 

In  order  to  give  much  to  your  pupils,  get  full  of  the 
subject  yourself.  Getting  the  facts  well  in  hand  is 
not  enough.  An  encyclopedia  is  full  of  facts,  but  it 
does  not  usually  prove  the  best  teacher.  As  a 


SUMMARY  OF  AIMS  AND  METHODS         101 

teacher,  a  living  teacher  for  living  pupils,  you  need 
to  get  full  of  the  spirit  of  your  subject ;  of  botany,  if 
you  teach  botany ;  of  literature,  if  you  teach  litera 
ture  ;  and  of  history,  if  you  teach  history.  Beware 
of  a  zeal  without  knowledge,  but  do  not  imagine  that 
a  knowledge  without  zeal  is  much  better  —  for  a 
teacher  of  children. 

Get  some  good  manuals  —  guidebooks  for  teachers 
of  history  —  and  make  yourself  very  familiar  with  the 
one  or  two  that  seem  to  meet  your  needs  most  fully. 
Do  not  imagine  that  a  stack  of  such  books  that  you 
have  never  studied,  and  to  which  you  never  refer, 
is  going  to  help  you  much.  In  the  second  place,  do 
not  be  so  foolish  as  to  try  to  do  everything  the  guide 
book  suggests.  Every  manual  ought  to  be  compre 
hensive  enough  to  meet  the  needs  of  many  teachers 
and  many  different  classes :  it  would  be  folly  for  a 
single  teacher  to  explode  it  all  upon  the  heads  of  a 
single  class  in  a  single  session.  In  the  third  place, 
dare  to  do  some  things  for  yourself  —  some  things 
that  are  not  in  the  manuals  at  all.  There  is  little 
hope  for  a  teacher  who  is  afraid  to  do  a  thing,  good 
though  she  is  convinced  it  is,  until  she  has  glanced 
anxiously  into  her  guidebook  to  assure  herself  that 
it  has  the  stamp  of  authority.  Such  a  person  is  not 
a  real  teacher.  Such  a  person  is  a  slave  to  conven 
tion,  a  moral  coward,  and  has  no  right  in  the  noble 
ranks  of  the  teaching  profession.  A  teacher  must 
have  courage,  and  must  be  willing  to  face  the  criti- 


102       HOW  TO  TEACH  AMERICAN  HISTORY 

cism  that  is  always  one  of  the  rewards  of  leadership. 
Teachers  have  the  right  to  be  pioneers ;  and  no  au 
thority,  however  renowned,  has  a  monopoly  upon 
invention  and  skill. 

Seize  your  surroundings  :  the  objects  within  reach 
and  sight  that  have  historical  values ;  the  incidents 
of  the  hour,  and  the  passing  anniversaries  of  notable 
events  of  long  ago.  Seize  the  time,  then,  as  well  as 
the  surroundings,  for  both  are  eloquent  in  your  aid. 
The  teacher,  like  the  orator,  must  make  the  place 
and  the  occasion  reenforce  his  utterance.  Napoleon 
could  not  have  spoken  so  forcefully  except  in  the 
shadow  of  the  pyramids,  and  Lincoln's  most  famous 
address  could  not  have  been  uttered  anywhere  else 
so  finely  as  at  Gettysburg. 

In  celebrating  holidays,  such  as  Discovery  Day 
(October  12)  and  Thanksgiving,  in  describing  the 
Indians  and  pioneers,  and  in  portraying  primitive 
life  in  its  various  phases,  use  constructions  as  well 
as  stories.  A  large  sand  table  is  a  fine  foundation  for 
temporary  structures.  Upon  it  may  soon  be  grown 
a  forest  of  cedar,  pine,  and  oak ;  at  one  place  may  be 
a  wigwam,  at  another  a  settler's  cabin  in  a  clearing. 
Yonder  may  be  a  fort  of  stone  or  logs,  surrounded 
by  a  palisade.  A  piece  of  glass  set  down  on  the 
bottom  of  the  table  may  represent  a  lake  or  an  arm 
of  the  sea ;  and  upon  it  may  be  placed  some  boats  or 
a  tiny  ship. 

Maps  and  sketches  on  the  blackboard,  drawings 


SUMMARY  OF  AIMS  AND  METHODS         103 

on  paper,  bows  and  arrows,  moccasins,  household 
utensils,  and  farming  implements,  each  made  of  suit 
able  materials,  may  all  be  thought  of  as  possibilities 
under  the  head  of  constructions. 

Utilize  the  resources  of  your  community  for  his 
torical  excursions  of  larger  or  smaller  compass.1 
Drill  yourself  in  the  art  of  story-telling,  by  cultivat 
ing  the  qualities  of  directness,  clearness,  simplicity, 
and  sympathy.  Get  your  children  to  hunting  for 
stories,  and  urge  each  one  to  find  a  new  one  if  possible, 
one  that  has  never  been  written  down  or  printed  in  a 
book. 

Have  a  museum  for  history,  as  well  as  a  library,  and 
make  use  of  it.  For  small  children  —  for  pupils  in 
the  first  three  or  four  grades  —  a  good  museum  is 
worth  ten  times  as  much  as  a  library.  Let  the  chil 
dren  help  build  up  the  museum.  This  process  will 
be  a  good  sort  of  training  in  itself,  and  will  develop 
intelligent  interest  and  school  spirit.  Many  old 
cast-off  utensils  and  fabrics  of  several  generations 
past,  that  will  soon  be  destroyed  or  lost,  if  not  cared 
for  by  proper  hands,  may  be  gathered  together  at  the 
school  with  great  profit.2 

Remember  that  all  the  way  through  the  grades 
the  child  is  chiefly  making  acquaintances.  This,  of 

1  See  "Local  Historical  Excursions  as  Class  Exercises,"  by 
E.  M.  Violette ;  pp.  33-40,  History  and  Government  Bulletin, 
March,  1914 ;   First  District  Normal  School,  Kirksville,  Mo. 

2  See  "Historical  Museum,"  pp.  48-58,  of  the  above  Bul 
letin. 


104       HOW  TO  TEACH  AMERICAN  HISTORY 

course,  is  most  obviously  and  most  thoroughly  true 
at  the  beginning.  It  is  your  business,  as  his  teacher, 
to  introduce  him  to  men  and  women,  to  facts,  to 
situations,  to  scenes  of  beauty  and  truth  and  power, 
and  to  help  him  gather  great  stores  of  materials  with 
which  he  may  build  through  all  the  following  years. 
If  you  appreciate  this  great  fact  you  will  necessarily 
see  that  to  him,  at  first,  nearly  everything  is  new  and 
strange.  Not  to  see  this,  or  not  to  regard  it,  may 
mean  your  failure  as  a  teacher.  One  of  your  prob 
lems,  then,  is  to  avoid  identical  and  needless  repeti 
tion  from  year  to  year,  yet  at  the  same  time  to  en 
able  the  pupil  to  view  the  common  field  from  many 
points  of  vantage. 

The  materials  and  opportunities  at  your  hand  are 
many,  but  the  motive  that  pushes  you  to  success  is 
one :  it  is  love  for  your  work  —  enthusiasm,  if  you 
please.  The  triumphs  of  history  have  derived  more 
from  the  enthusiasm  of  leaders  than  from  any  other 
human  force.  The  teaching  of  history,  with  children 
at  least,  depends  more  upon  the  enthusiasm  of  the 
teacher  than  upon  any  other  factor. 

Finally,  keep  continually  before  you  the  human 
element  in  history  —  the  moral  values.  Men  and 
women  have  made  it ;  it  has  been  made  for  men  and 
women;  it  points  to  the  origins  and  the  issues  of 
life.  You  must  make  it  a  force  for  character  and 
good  citizenship.  You  are  under  a  constant  obli 
gation  to  make  the  history  course  for  the  grades  use- 


SUMMARY  OF  AIMS  AND  METHODS         105 

ful  for  life  to  those  pupils  who  never  go  beyond  the 
grades,  and  at  the  same  time  so  vital  and  thorough 
going  that  it  will  serve  as  a  good  foundation  for  any 
and  all  subsequent  study  to  those  who  continue  in 
school. 


4 

CHAPTER  IX 
HISTORY  IN  THE  AMERICAN  HIGH  SCHOOL 

BECAUSE  of  its  general  values  for  good  citizenship, 
we  claim  a  respectable  place  in  the  high  school  for 
the  study  of  history ;  and  because  the  citizenship  we 
contemplate  is  to  be  exercised  in  a  particular  country 
— our  own  country — we  seek  in  this  study  of  history 
the  particular  character  and  values  that  seem  to 
promise  most  for  the  making  of  citizenship  in  the 
United  States  of  America. 

For  many  generations  the  human  interest  of  his 
tory  has  been  acknowledged  in  many  lands.  In 
recent  years  it  has  gained  fuller  appreciation  in  the 
great  awakening  regarding  the  necessity  for  a  more 
serious  and  a  more  general  study  of  all  social  sciences ; 
yet,  strange  to  say,  in  only  a  few  of  our  high  schools  — 
"  the  colleges  of  the  people  "  —  even  at  this  late  day, 
has  anything  like  adequate  provision  been  made  for 
history-teaching  and  history-study.  In  the  great 
majority  of  American  high  schools  the  history  courses 
are  too  short,  too  irregular,  too  poorly  taught,  and 
too  lightly  regarded.1  In  many  of  our  high  schools, 

1  See  an  article  in  the  History  Teacher's  Magazine,  March, 
1914,  entitled  "History  in  the  High  School  Curriculum,''  by 
St.  George  L.  Sioussat. 

106 


HISTORY  IN  THE  AMERICAN  HIGH  SCHOOL     107 

and  in  some  of  quite  respectable  standing,  no  course 
whatever  in  American  history  is  provided.  This  is 
certainly  too  bad. 

Let  us  study  about  other  worlds,  in  which  perhaps 
nobody  lives,  if  we  have  time ;  but  by  all  means  let 
us  study  about  our  own  world,  and  the  people  in  it, 
since  it  is  here  that  we  must  live  and  do  our  life  work. 
Let  us  learn,  if  we  have  the  opportunity  (and,  inci 
dentally,  the  brains),  how  to  draw,  determine,  and 
calculate  all  sorts  of  possible  curves,  seen  and  unseen, 
in  space  and  in  infinity;  but,  in  all  conscience,  let 
us  perceive  it  as  our  duty  to  get  some  notion  of  the 
sort  of  curve  a  normal  human  life  should  follow,  in  a 
normal  human  society.  If  schools  are  intended  as  a 
preparation  for  subsequent  life,  it  seems  reasonable 
to  c[emand  that  we  have  taught  in  our  schools  the 
subjects  that  unfold  life  in  the  truest  possible  colors. 
All  subjects  of  study,  doubtless,  have  something  in 
them  of  vital  interest ;  but,  obviously,  if  we  are  seek 
ing  those  that  deal  with  human  character,  human 
conduct,  and  human  destiny  most  directly  we  cannot 
neglect  such  subjects  as  history,  literature,  civics,  and 
sociology. 

If  we  decide  that  history  is  of  sufficient  importance 
to  merit  a  place  in  our  high  school  courses,  the  next 
question  is,  What  history  shall  we  choose  to  put  into 
these  courses? 

Inasmuch  as  a  majority  of  the  pupils  in  our 
elementary  schools  never  get  into  high  school,  or 


108       HOW  TO  TEACH  AMERICAN  HISTORY 

never  complete  high  school,  it  would  appear  that  the 
history  taught  in  the  grades  should  aim  primarily 
at  helping  the  pupil  to  be  a  man  or  a  woman,  and 
only  secondarily  at  articulation  with  high  school 
courses.  Likewise,  inasmuch  as  a  large  majority  of 
the  pupils  in  our  high  schools  never  go  to  college,  it 
seems  right  that  the  history  taught  in  the  high 
schools  should  aim  primarily  at  moral  worth  and 
social  efficiency,  and  only  secondarily  at  articulation 
with  college  courses.  Nevertheless,  a  good  history 
course  for  life  values  ought  to  be  a  good  course  for 
college  entrance,  and  vice  versa.  Moreover,  in  the 
better  class  of  high  schools  it  will  generally  be  possible 
to  offer  some  range  of  election,  so  that  the  pupil 
preparing  for  college  may  conform  agreeably  with 
the  college  standards,  and  the  one  preparing  more 
directly  for  home  and  office  and  shop  and  farm  may 
study  what  seems  best  for  him. 

In  any  case  and  in  every  case  it  would  certainly 
not  be  amiss  for  the  young  American  in  high  school 
to  study  American  history  and  government  at  least 
one  year.  If  he  have  but  one  year  in  high  school, 
one  of  the  subjects  of  study  for  that  year  should  aim 
at  enlarging  his  knowledge  of  his  own  country  and  at 
clarifying  his  sense  of  what  a  citizen  of  that  country 
ought  to  do  and  be.  Upon  these  premises  the  follow 
ing  scheme  is  submitted:  — 


HISTORY  IN  THE  AMERICAN  HIGH  SCHOOL  109 
OUTLINE  OF  WORK  IN  HISTORY  FOR  AMERICAN  HIGH  SCHOOLS 

A.    FOR   WORK   COVERING   ONE   YEAR 

United  States  History  and  Government.  —  A  general  course,  but 
one  in  which  later  periods  are  emphasized  rather  than  the  earlier 
ones,  and  in  which  the  duties  and  opportunities  of  the  citizen  in 
government  are  dwelt  upon  rather  than  the  intricacies  and  tech 
nicalities  of  systems. 

B.  FOR  WORK  COVERING  TWO  YEARS 

First  Year :  The  History  and  Government  of  Great  Britain.  — 
A  general  course,  but  one  in  which  the  growth  of  social,  politi 
cal,  religious,  educational,  and  industrial  forces  and  institutions 
is  emphasized,  and  in  which  the  intimate  relations  with  Ameri 
can  history  are  carefully  traced. 

Second  Year :   United  States  History  and  Government. 

C.  FOR  WORK  COVERING  THREE  YEARS 

First  Year :  European  History,  from  the  Time  of  Charlemagne. 
Second  Year :   The  History  and  Government  of  Great  Britain. 
Third  Year :   United  States  History  and  Government. 

D.    FOR  WORK   COVERING  FOUR  YEARS 

First  Year :  Ancient  History,  centering  specially  about  Athens, 
Rome,  and  Jerusalem,  and  coming  down  to  about  the  year  800 
A.D. 

Second  Year:  European  History,  from  the  Time  of  Charle 
magne. 

Third  Year :  The  History  and  Government  of  Great  Britain. 

Fourth  Year :   United  States  History  and  Government. 

It  is  hardly  necessary  to  remark  that  four  years 
of  work  in  history  seems  the  desirable  thing  for  the 


110       HOW  TO  TEACH  AMERICAN  HISTORY 

good  American  high  school,  and  for  the  good  Ameri 
can  citizen,  in  so  far  as  he  is  or  may  be  a  high  school 
product.  It  is  confidently  believed  that  such  a 
four-year  course  as  the  one  outlined  above,  which  is 
approved  by  good  authority 1  and  wide  acceptance, 
as  well  as  by  sound  reason,  will  be  found  most  profit 
able  for  practical  life  values  to  the  average  student, 
and  also  acceptable  to  the  average  college  as  a  prep 
aration  for  the  more  intensive  work  of  higher  educa 
tion.  The  shorter  courses  are  not  recommended  in 
preference  or  even  in  competition,  but  only  as  expe 
dients  to  be  utilized  in  case  the  four-year  course  seems 
altogether  out  of  reach. 

In  his  high  school  history  work  the  student  should 
of  course  make  due  progress  beyond  the  standards 
and  methods  of  the  grades,  but  should  not  be 
required  to  jump  any  great  chasms  suddenly,  to 
ape  the  habits  of  college  and  university.  Many 
students  in  attempting  to  pass  from  the  last  grade 
into  the  first  year  of  the  high  school  are  confused  and 
discouraged  upon  encountering  differences  much 
greater  than  ought  to  exist.  Naturally  and  properly 
the  work  of  September  in  the  high  school  is  more 
advanced  than  that  of  the  preceding  June  in  the  last 
grade,  but  there  seems  to  be  no  adequate  reason  why 
three  months  of  holiday  here  may  warrant  a  much 

1  See  Report  of  the  Committee  of  Seven  to  the  American 
Historical  Association,  pp.  34,  35.  More  extended  reference  to 
this  Report  will  be  found  in  Chapter  XXIX. 


HISTORY  IN  THE  AMERICAN  HIGH  SCHOOL     111 

greater  advance  than  a  similar  period  of  equal  length 
the  preceding  year. 

But  having  crossed  the  Rubicon,  or  whatever  it  is, 
and  having  entered  upon  the  high  school  course, 
happily  or  unhappily,  the  student  must  give  evidence 
of  growth.  He  must  be  able  to  work  more  inde 
pendently,  though  not  less  regularly  and  systemati 
cally.  He  must  develop  the  capacity  for  doing  more 
work  in  a  given  time :  for  mastering  longer  assign 
ments  in  the  text,  and  for  assembling  more  supple 
mentary  facts  and  materials  from  other  sources. 
He  should  find  increasing  pleasure  and  facility  in  the 
use  of  source  books,  and  after  a  year  or  two  should 
have  some  degree  of  acquaintance  with  most  of  the 
history  books  in  the  school  library.  He  should 
come  to  appreciate  more  keenly  the  values  of  history, 
and  his  interest  in  the  subject  should  become  in 
creasingly  intelligent  and  vital. 

In  high  school  the  fervid  patriotism  of  the  grades 
should  not  be  cooled,  exactly,  but  refined,  and 
rendered  more  sane  and  safe.  The  youth  of  fifteen 
ought  not  to  be  allowed  to  pose  as  a  critic,  yet  he 
may  certainly  be  permitted  to  learn  that  all  questions 
have  two  sides  —  even  the  questions  that  were  raised 
by  the  American  Revolution;  that  even  aliens  and 
enemies  have  rights ;  that  one  purpose  of  historical 
study  is  to  cultivate  the  virtues  of  charity  and  jus 
tice  ;  and  that  the  real  student  of  history  is  seeking 
the  whole  truth  rather  than  arguments  that  seem  to 


112       HOW  TO  TEACH  AMERICAN  HISTORY 

support  his  favorite  set  of  opinions.  He  should  come 
to  understand  that  an  appropriate  Fourth  of  July 
celebration  may  be  had  without  either  noise  or 
smoke;  that  firecrackers  are,  after  all,  capable  of 
expressing  a  very  limited  circle  of  sentiments ;  that 
men  and  women  of  peace  may  be  just  as  loyal  and 
helpful  citizens  and  patriots  as  those  who  haste  to 
war;  and  that  the  men  who  are  charged  with  the 
heavy  responsibilities  of  national  policy  and  national 
destiny  are  as  likely  to  be  sincere  and  right  as  an 
irresponsible,  chinkapin  press. 

In  the  high  school  an  increasing  number  of  topical 
studies  may  be  undertaken  with  interest  and  profit. 
Reports  should  be  given,  sometimes  orally,  some 
times  in  writing ;  but  in  every  case  the  form  of  the 
report  as  well  as  the  substance  of  it  should  receive 
careful  attention.  The  study  of  biography  should 
still  be  carried  on,  old  acquaintances  being  discovered 
in  new  relations,  and  new  characters  being  intro 
duced.  The  values  of  biographical  studies  will  come 
into  fuller  appreciation  as  the  student  goes  on  from 
year  to  year. 

If  the  youth  in  high  school  is  so  fortunate  as  to 
have  four  years  in  history,  according  to  the  approved 
scheme  outlined  above,  he  will  come  in  his  senior 
year  to  the  history  of  his  own  country  again,  better 
prepared  than  ever  before  to  understand  it  and  to 
appreciate  it.  During  the  three  years  in  which  he 
has  been  studying  ancient,  medieval,  and  modern 


HISTORY  IN  THE  AMERICAN  HIGH  SCHOOL     113 

history  he  has  been  carrying  with  him  the  facts 
learned  in  the  grades  about  American  history, 
together  with  the  notions  he  has  formed  upon  the 
basis  of  those  facts.  As  other  countries,  other  ages, 
and  other  facts  have  come  into  his  range  of  knowledge 
his  notions  about  his  own  country  have  changed 
somewhat,  and  even  the  facts  he  learned  as  a  boy 
grow  larger  and  more  significant  as  one  stream  of 
light  after  another  falls  upon  them  from  Greece  or 
Rome,  from  Paris  or  London.  Accordingly,  when 
he  comes  again,  after  long  training  and  with  enlarged 
vision,  to  review  the  history  and  governmental  pro 
cesses  in  the  United  States  they  will  have  many  new 
meanings  for  him,  and  he  will  be  able  to  see  many 
new  reasons  for  existing  institutions  here,  because 
he  has  become  familiar  with  many  old  origins  else 
where.1 

1  In  connection  with  the  subject  of  this  chapter  attention 
is  called  to  two  articles  in  the  History  Teacher's  Magazine,  June, 
1914:  "Preparation  for  the  High  School  Teacher  of  History," 
by  N.  M.  Trenholme ;  and  "Present  Tendencies  in  High  School 
History  Teaching,"  by  T.  P.  Marshall.  In  the  University  of 
Virginia  Alumni  Bulletin,  July,  1908,  is  an  interesting  paper  by 
R.  H.  Dabney,  entitled  "History  in  the  High  School." 


CHAPTER  X 
HISTORY  IN  THE  AMERICAN  NORMAL  SCHOOL 

OUR  normal  schools  have  been  charged  with 
superficiality  in  the  teaching  of  the  facts  of  history,  — 
perhaps  in  the  teaching  of  subject  matter  generally. 
History,  however,  is  one  of  the  subjects  the  facts 
of  which  seem  to  be  specially  elusive.  In  state 
examinations  for  teachers  and  in  college  examina 
tions  for  entering  students  the  marks  on  history  are 
so  generally  poor  as  to  be  painfully  conspicuous. 

Evidently  there  is  somehow  a  frequent  failure,  in 
many  parts  of  the  United  States,  in  the  attempt  to 
teach  the  facts  of  history.  Are  the  normal  schools 
altogether  to  blame?  Is  it  true  that  the  normal 
schools  fail  in  their  part  of  the  business?  What  is 
their  part  ?  and  what  is  the  truth  of  the  matter  ? 

I  believe  it  is  true  that  our  normal  schools  often 
do  not  teach  the  facts  of  history  very  thoroughly. 
May  I  be  pardoned  for  saying  that  this  is  not  the 
primary  business  of  the  normal  schools?  The  pri 
mary  function  of  the  normal  school  is  to  give  pro 
fessional  training.  It  is  the  business  of  the  elemen 
tary  and  secondary  schools,  among  other  things, 
thoroughly  to  fix  the  facts  —  the  subject  matter  — 

114 


HISTORY  IN  AMERICAN  NORMAL  SCHOOL     115 

up  to  a  reasonable  degree.  The  full  graduate  of  a 
high  school  should  know  enough  to  enter  college 
or  to  undertake  professional  courses  in  a  normal 
school.  But  sometimes  high  school  graduates  do 
not  know  the  subjects  enumerated  on  their  certifi 
cates  ;  and  sometimes  a  state  is  so  poorly  provided 
with  high  schools  that  the  normal  schools  must  take 
pupils  who  have  had  less  than  four  years  of  high 
school  work.  It  is  easy  to  see,  therefore,  how  the 
charge  of  superficiality  falls  upon  the  normal  schools. 
But  it  is  just  as  easy  to  see  that  they  are  being  cen 
sured  for  what  is  really  somebody  else's  sin. 

The  normal  schools  are  properly  professional 
schools,  and  should  deal  with  every  subject  from  the 
professional  standpoint.  Teaching  facts,  subject 
matter,  as  such,  is  not  properly  their  business.  It 
would  be  poor  economy  for  them  to  do  what  can  be 
done  with  less  expense  in  the  lower  schools.  More 
over,  if  the  normal  school  should  undertake  to  keep 
students  long  enough  to  do  its  own  work  and  the  work 
of  the  high  school  too,  there  would  be  a  great  outcry 
against  the  long  time-requirement.  The  normal 
school  hardly  dares  to  ask  a  four-year  high  school 
graduate  to  work  more  than  two  or  three  years  for  a 
teaching  diploma;  and  a  period  of  two  or  three 
years  is  not  long  enough  for  teaching  subject  matter 
thoroughly  and  for  giving  good  professional  training. 
It  is  not  long  enough  for  the  latter  alone  if  the  former 
has  not  been  done. 


116       HOW  TO  TEACH  AMERICAN  HISTORY 

But  there  is  a  way  in  which  the  normal  school  may 
become  guilty,  and  make  the  charge  against  itself 
true  and  just :  By  admitting  students  with  in 
adequate  preparation,  or  by  granting  diplomas  to 
those  who  do  not  know  and  cannot  do.  Those  who 
do  not  know  are  superficial ;  and  those  who  cannot 
do  will  leave  their  pupils  superficial.  Under  such 
conditions  the  normal  school  is  in  a  measure  respon 
sible  and  culpable. 

To  protect  themselves  against  tasks  that  do  not 
properly  belong  to  them,  to  escape  being  charged 
with  a  superficiality  for  which  other  schools  are  justly 
responsible,  and  to  secure  a  fair  chance  to  do  their 
proper  work  in  a  satisfactory  manner,  our  normal 
schools  must  insist  that  students  entering  their  gates 
really  know  the  subject  matter,  the  facts,  that  the 
elementary  and  secondary  schools  should  teach 
them.  For,  be  it  clearly  understood,  the  normal 
schools  cannot  in  any  way  stand  for  superficiality, 
either  in  themselves  or  in  other  schools  for  which  they 
are  in  some  measure  responsible.  They  must  see 
to  it  that  those  persons  who  receive  their  diplomas 
to  teach  have  adequate  knowledge  of  facts  as  well 
as  approved  professional  skill.  If  it  is  not  the  real 
business  of  the  normal  schools  to  teach  subject 
matter,  as  such,  it  is  their  business  to  send  good 
teachers  to  the  lower  schools  and  then  to  demand  that 
those  schools  do  their  duty.  Only  when  the  pre 
paratory  schools  do  their  work  thoroughly  can  the 


HISTORY  IN  AMERICAN  NORMAL  SCHOOL     117 

normal  schools  do  their  proper  work  in  the  time 
allotted  them. 

We  should  take  pleasure  in  the  fact,  however,  that 
the  normal  schools  in  doing  their  proper  work  have 
many  opportunities  for  supplementing  and  strength 
ening  the  work  of  the  lower  (or  preceding)  schools ; 
and  as  far  as  possible  these  opportunities  should 
be  utilized.  It  is  a  wise  provision  in  the  order  of 
things  that  the  matter  of  the  various  subjects  is  the 
logical  material  to  use  in  teaching  how  to  teach  those 
subjects.  Method  depends  on  matter.  The  mind 
cannot  go  through  a  process  of  reasoning  without 
ideas  and  notions  out  of  which  to  construct  the  chain. 
A  man  cannot  speak  in  approved  manner  without 
words.  Likewise,  in  teaching  principles  and  methods 
of  instruction  a  concrete  relation  must  be  maintained. 
In  giving  professional  training,  materials  of  some 
appropriate  kind  must  be  used  as  a  working  basis, 
if  the  process  is  to  be  intelligible  and  usable. 

Obviously,  the  facts  and  materials  making  up  the 
subject  matter  of  the  respective  sciences  and  arts 
are  the  natural  and  proper  objects  in  which  to 
embody  the  processes  of  the  teacher's  art.  How  to 
teach  arithmetic  is  best  shown  in  skillfully  dealing 
with  representative  problems  of  arithmetic.  How 
to  teach  botany  is  best  shown  by  the  scientific  col 
lection,  study,  and  description  of  numerous  plants. 
How  to  teach  literature  is  best  shown  in  the  sym 
pathetic  and  appreciative  interpretation  of  some 


118      HOW  TO  TEACH  AMERICAN  HISTORY 

literary  masterpiece.  And  how  to  teach  history  is 
best  shown  by  actually  dealing  with  the  facts,  move 
ments,  and  persons  that  have  made  history. 

If,  therefore,  the  normal  school  teacher  should 
proceed  at  once  to  instruct  his  class  in  the  most 
approved  methods  of  teaching  history  to  children, 
he  would  incidentally,  if  he  did  his  work  well,  teach 
more  or  less  history  to  his  pupils.  It  would  probably 
be  better  still,  for  his  purposes,  to  take  a  month  or 
two  —  a  whole  quarter  if  available  —  for  reviewing 
or  new- viewing  the  subject  as  such,  so  as  to  gather 
the  working  materials  well  into  hand. 

Such  preliminary  study  of  the  subject,  and  all 
subsequent  incidental  study,  should  present  new 
views  rather  than  mere  reviews.  The  normal  school 
teacher  of  history  should  be  able  to  reveal  more  in 
history  than  the  average  high  school  teacher;  and 
the  student  preparing  to  teach  should  be  expected 
to  have  keener  and  more  appreciative  discernment 
than  the  average  student  in  the  lower  schools.  Far 
from  being  superficial,  the  presentation  of  facts, 
although  employed  incidentally,  should  give  a  more 
profound  insight  and  a  juster  sense  of  values  than 
could  reasonably  be  expected  in  the  earlier  stages  of 
the  student's  progress.  In  so  far,  therefore,  as  the 
facts,  forces,  and  institutions  of  history  are  studied 
in  the  normal  school,  the  work  should  be  compre 
hensive  rather  than  extensive,  philosophical  rather 
than  statistical ;  the  aim  should  be  toward  a  helpful 


HISTORY  IN  AMERICAN  NORMAL  SCHOOL     119 

interpretation  and  application  of  facts  rather  than 
toward  a  mere  catechising  process  to  fix  the  facts. 
Such  a  process  is  out  of  place  in  a  normal  school. 

Discussion  should  be  encouraged,  opinions  should 
be  elicited,  and  a  good  deal  of  stress  should  be  laid 
upon  the  proper  correlation  of  history  with  kindred 
subjects,  such  as  literature,  geography,  civics, 
sociology,  and  upon  the  opportunities  for  making 
it  concrete  through  handwork  of  various  sorts.  The 
student  should  do  much  work  in  the  library,  not  only 
for  the  purpose  of  collecting  materials  for  reports, 
essays,  teaching  plans,  and  supplementary  study, 
but  also,  and  especially,  for  the  purpose  of  getting 
acquainted  with  books.  This  last-mentioned  pro 
cess  is  deemed  so  important  that  a  later  chapter 
(Chapter  XXIX)  is  devoted  specially  to  it. 

Every  normal  school  lesson  in  history,  or  in  any 
other  subject,  if  you  please,  whether  given  in  the 
form  of  a  lecture,  a  recitation,  a  series  of  questions 
and  answers,  a  story,  or  a  written  quiz,  should  be  an 
observation  lesson.  This  statement  is  not  to  be 
construed  as  meaning  that  special  observation  lessons 
in  the  training  school  are  not  desirable  or  necessary, 
but  as  meaning  simply  that  every  time  teacher  and 
pupils  come  together  both  should  have  open  eyes. 
The  teacher  should  observe  his  pupils,  collectively, 
of  course,  and  individually,  as  far  as  possible.  It  is 
in  this  way  that  the  teacher  who  wishes  to  learn  may 
learn  some  of  his  best  lessons.  On  the  other  hand, 


120       HOW  TO  TEACH  AMERICAN  HISTORY 

his  pupils  should  be  able  to  learn  as  much  from  what 
they  see  him  do  as  from  what  he  tells  them  to  do. 
In  his  own  attitude  and  procedure  before  his  class  he 
should  demonstrate  at  least  some  of  the  principles 
and  methods  he  lectures  upon  with  so  much  com 
placency  and  learning.  The  average  pupil  watches 
his  teacher.  The  normal  school  student  should  make 
a  specialty  of  watching  his  teacher.  Not  that  nor 
mal  school  teachers  are  perfect,  or  can  be  perfect; 
but  they  ought  to  be,  certainly,  good  enough  to  be 
watched  with  some  profit  to  the  pupil.  A  teacher, 
particularly  a  normal  school  teacher,  who  is  not 
willing  to  be  watched,  not  cynically  but  earnestly 
and  sympathetically,  had  better  resign.  He  is 
there  to  be  watched.  The  intelligent  student  of 
normal  school  age  is  able  to  get  theories  and  plans  out 
of  books,  but  he  needs  to  observe  teachers  to  see 
how  they  do  things. 

The  next  step,  of  course,  is  for  the  student  to  do 
things  himself.  Accordingly,  the  normal  school 
teacher  should  make  it  a  point  of  conscience  to  have 
his  pupils  do  things  under  his  direction.  He  should 
have  them  stand  before  the  class.  Walking  up  to 
the  front  and  standing  there  show  character  and 
habit.  But  further  acts  are  necessary.  Let  the 
student  speak.  Let  her  tell  a  story ;  let  her  present 
oral  and  written  reports;  let  her  quiz  the  class 
occasionally ;  let  her  choose  subjects  for  lesson 
plans,  adapting  her  choices  to  this  or  that  particular 


HISTORY  IN  AMERICAN  NORMAL  SCHOOL     121 

grade;  let  her  do  all  the  different  things,  as  far  as 
possible,  that  she  will  be  called  upon  to  do  when  she 
goes  out  to  teach  history  upon  her  own  responsibility. 

It  is  what  the  normal  school  student  does,  rather 
than  what  she  says  or  writes,  that  enables  the  teacher 
to  judge  of  her  degree  of  teaching  power.  It  occa 
sionally  happens  that  a  student  who  knows  facts, 
who  thinks  clearly,  who  gets  all  A's  on  notebooks 
and  examinations,  is  weak  and  almost  a  failure  when 
up  before  a  class  trying  to  teach.  On  the  other  hand, 
it  once  in  a  while  turns  out  that  one  who  has  had  a 
hard  time  to  make  passing  marks  on  paper  shows  an 
unexpected  and  surprising  power  on  the  floor. 

The  scholar  whose  bodily  presence  is  weak  has  a 
good  chance  for  growth  in  personality,  and  she  may 
in  time  become  a  dynamic  teacher;  but  so  far  as 
her  all-round  rank  in  a  normal  school  class  goes  her 
paper  grades  must  go  down  somewhat  to  make  an 
equitable  adjustment  with  her  deficient  floor  powers. 
Again,  in  due  equity,  the  low  paper  grades  of  the  one 
who  is  deficient  in  scholarship  may  be  raised  some 
what  in  the  general  estimate  if  she  have  pedagogical 
tact  and  personal  force,  powers  that  are  of  primary 
importance  in  the  teacher. 

If  three  quarters,  or  terms,  can  be  had  for  the 
normal  school  course  in  United  States  history,  it 
seems  to  me  that  a  distribution  of  emphasis  like  the 
following  might  be  best.  In  the  first  quarter  put 
the  emphasis  upon  subject  matter,  reviewing  and 


122       HOW  TO  TEACH  AMERICAN  HISTORY 

new- viewing.  In  the  second  quarter  let  the  teacher 
present  chiefly  principles  and  methods,  ways  and 
means  of  teaching  the  subject,  giving  demonstrations 
and  illustrations  of  these  ^methods,  and  so  on,  in 
ample  measure.  In  the  third  quarter  let  the  pupil 
show  what  she  can  do  in  the  actual  use  of  the  various 
facts  and  methods  learned  or  reviewed  the  preced 
ing  quarters. 

As  far  as  practicable,  the  history  courses  in  our 
normal  schools  should  be  shaped  toward  particular 
fields.  That  is,  the  work  done  in  the  normal  school 
should  contemplate  this  or  that  definite  work  or 
definite  field  for  each  normal  school  graduate. 
In  other  words,  each  normal  school  teacher  of  history 
should  have,  in  each  one  of  his  classes,  a  definite 
notion  as  to  whether  he  is  training  teachers  for  the 
high  school  or  for  the  grades.  Although  the  general 
principles  of  history  and  of  teaching  history  are  true 
and  applicable  everywhere,  the  training  in  methods, 
in  ways  and  means,  should  take  a  rather  special 
character,  looking  toward,  say,  the  needs  of  primary 
classes,  intermediate  classes,  grammar  grades,  or 
high  school. 

Frequently  college  graduates  are  sought  after  to 
be  teachers  of  history  and  other  subjects  in  high 
schools.  In  many  cases  they  prove  to  be  very  poor 
teachers.  Two  or  three  reasons  are  obvious.  In 
the  first  place,  most  of  them  have  had  no  special 
training  to  teach  anything.  In  the  second  place, 


HISTORY  IN  AMERICAN  NORMAL  SCHOOL     123 

some  of  them  never  expect  to  be  professional  teachers, 
and  hence  are  little  concerned  whether  they  are  good 
teachers  or  not.  And,  in  the  third  place,  about  all 
the  methods  they  can  think  of  are  the  methods  they 
have  seen  used  in  college,  and  these  do  not  fit  the 
high  school. 

Doubtless  it  would  seem  unkind  to  say  that  some 
very  profound  college  and  university  professors  are, 
as  teachers,  neither  scientific  nor  dynamic ;  but  it  is 
nevertheless  true.  This  fact  must  also  be  credited 
with  some  significance  in  enumerating  the  reasons 
why  college  graduates  are  sometimes  poor  teachers. 

Now,  nothing  herein  is  to  be  construed  as  meaning 
that  a  high  school  teacher  of  history,  or  of  anything 
else,  does  not  need  college  education.  He  does  need 
it,  and  he  should  have  it ;  but  before  he  goes  into  the 
schoolroom  to  teach  he  should  also  have  professional 
training,  aimed  definitely  at  making  him  a  good 
teacher.  Frequently,  perhaps  in  most  cases,  a  four- 
year  high  school  graduate,  with  two  or  three  years 
in  a  normal  school,  will  make  a  better  teacher  for  the 
high  school,  or  any  other  school,  than  the  college 
graduate  without  any  professional  training.  The 
better  way  will  be  happily  found  when  the  young 
man  or  young  woman  who  intends  to  be  a  teacher 
will  first  graduate  from  the  high  school,  then  from 
the  college,  and  then  from  the  normal  school.  It  is 
hardly  necessary  to  say  that  a  college  graduate  ought 
to  get  twice  as  much  benefit  from  his  normal  school 


124       HOW  TO  TEACH  AMERICAN  HISTORY 

course  as  the  one  who  comes  in  straight  from  high 
school. 

History  in  our  normal  schools  should  be  taught  in 
a  highly  sane  and  judicial  spirit.  The  teachers  of 
American  youth  must  have  not  only  a  keen  historical 
instinct,  but  also  a  true  historical  judgment.  En 
thusiasm  is  to  be  kindled  to  a  white  heat,  but  it 
must  be  safeguarded  by  fine  self-control  and  a 
religious  loyalty  to  truth.  If  we  prize  such  qualities 
and  powers  in  the  teachers  of  .our  youth,  we  must 
demand  them  in  the  makers  of  teachers. 

Our  normal  schools  must  help  to  develop  a  just 
appreciation  of  subjective  values  in  history  study, 
along  with  a  due  insistence  upon  objective  values. 
History,  if  well  taught  or  earnestly  studied,  is  certain 
to  take  hold  upon  the  student's  life,  interests,  desires, 
ideals,  and  ambitions.  These  are  subjective  values. 
They  are  worth  more  than  any  mere  knowledge  of 
facts  without  effects.  The  teacher  of  the  future  will 
give  more  consideration  to  what  the  pupil  is  becoming 
in  himself,  and  will  not  make  him  stand  or  fall  upon 
a  trick  of  memory. 

The  normal  school  teacher  of  history  may  certainly 
be  allowed  to  use  any  method  for  presenting  facts 
that  he  may  choose,  just  so  he  chooses  well  in  every 
case.  He  may  lecture ;  he  may  assign  regular  lessons 
in  textbooks,  and  quiz  upon  them ;  he  may  require 
oral  or  written  reports  upon  particular  topics;  he 
may  occasionally  have  each  pupil  make  a  rather 


HISTORY  IN  AMERICAN  NORMAL  SCHOOL     125 

exhaustive  study  of  some  character  or  subject,  and 
embody  the  results  in  a  dissertation;  but  in  every 
process  he  should  aim  at  developing  as  much  as 
possible  the  student's  own  self-directing  powers 
and  his  sense  of  responsibility.  Those  who  are  soon 
to  go  out  to  direct  others  should  learn,  as  good 
stewards  of  life,  how  to  control  themselves,  how  to  use 
their  time,  and  how  to  direct  their  own  powers  and 
activities. 


CHAPTER  XI 

THE  USE  OF  THE  HISTORY  STORY  IN  THE 
TEACHING   OF  HISTORY 

WITHIN  recent  years  educators  have  come  again  to 
recognize  the  value  of  the  story,  particularly  in  his 
tory  and  related  subjects.  I  say  "  again  "  ;  for  of  a 
truth  the  value  of  the  story  has  been  appreciated  and 
utilized  in  education  at  many  times  in  the  past ;  and 
in  all  countries  and  all  ages,  whether  in  school  or 
home,  whether  in  prose  or  song,  whether  upon  silent 
pages  or  speaking  lips,  the  story  has  had  power. 

By  one  of  the  fortunate  accidents  that  so  often 
redeem  defective  systems,  a  set  of  old  history  story 
books  that  were  published  in  the  early  part  of  last 
century  fell  into  my  hands  as  soon  as  I  began  to  read. 
They  were  entitled  The  Child's  First  Book  of  History, 
The  Child's  Second  Book  of  History,  and  The  Child's 
Third  Book  of  History.  It  was  accident,  indeed, 
rather  than  plan  that  laid  these  books  before  me, 
but  the  accident  worked  better  than  many  plans  do. 
I  looked  at  the  pictures,  I  devoured  the  stories,  I 
got  a  hunger  for  history.  The  same  facts  clad  in 
the  sober  garb  of  philosophy  might  have  repelled 
or  even  disgusted  me ;  in  the  simple  narrative  they 
charmed  me. 

126 


THE  HISTORY  STORY  127 

Since  the  day,  so  long  ago,  when  those  books  were 
published,  there  has  been  frequent  dearth  of  history 
stories  for  home  and  school ;  but  now  it  is  not  so. 
History  stories  —  all  sorts  of  stories  —  abound.  Our 
task  now  is  to  sift  the  wheat  from  the  chaff. 

Every  child  loves  a  story,  just  as  every  race  in  its 
childhood  has  loved  a  story.  The  poet  in  the  Greek 
camps  about  Troy,  the  troubadour  in  the  pleasant 
land  of  France,  the  minstrel  in  the  Saxon  halls,  the 
ballad  singer  of  the  wild  border,  never  wanted  an 
audience ;  for  whether  he  chanted  or  whether  he  sang, 
whether  he  lilted  in  the  measure  of  verse  or  dropped 
quaintly  into  prose,  the  people  listened  eagerly,  for 
he  told  a  story. 

He  who  gets  the  ear  of  a  child  will  soon  touch  his 
heart.  Securing  and  holding  attention  is  one  of  the 
teacher's  hardest  problems,  but  the  story  is  one  of 
the  easiest  and  happiest  solutions.  Moreover,  the 
story  is  valuable  for  economy.  Professor  Hinsdale 
well  says :  — 

"A  bit  of  romance,  poetry,  anecdote,  or  story  will 
often  throw  more  light  upon  a  historical  situation,  or  let 
you  deeper  into  a  man's  heart  and  life,  than  a  page  of 
careful  analysis.  The  story  of  Alfred  and  the  cakes,  of 
Bruce  and  the  spider,  of  Sidney  and  the  cup  of  water, 
of  Marion  and  the  sweet  potatoes,  are  not  only  thoroughly 
characteristic,  but  they  tell  us  more  than  a  laborious 
description."  1 

1  Hinsdale :  "How  to  Study  and  Teach  History,"  p.  48. 


128       HOW  TO  TEACH  AMERICAN  HISTORY 

History  in  general  is  rich  in  story  material,  because 
persons,  action,  events,  achievement,  make  up  so 
much  of  history ;  and  persons  in  action,  participating 
in  events  and  shaping  achievement,  appear  as  the 
controlling  factors  in  every  story.  American  history 
in  particular  is  especially  fortunate  in  a  wealth  of 
story.  It  is  so,  first,  because  of  the  innumerable 
splendid  achievements  that  have  marked  our  life 
from  the  early  beginnings  unto  the  present ;  second, 
because  of  the  rapidity  with  which  the  action  has 
moved  all  along  the  line  of  our  marvelous  progress ; 
third,  because  of  the  high  nobility  of  character  that 
has  in  nearly  every  case  distinguished  our  great  men 
and  women;  and,  finally,  because  the  stories  of 
American  history  are  true  stories. 

We  assume  that  no  argument  is  necessary  to  sus 
tain  the  contention  that  a  history  story  should  be 
true.  It  should  at  least  be  true  to  the  common 
life  of  a  time,  if  not  actually  true  in  every  name  and 
incident.  The  stories  of  old  Rome  and  of  old 
England  are  beautiful,  many  of  them,  and  have  great 
value ;  but  how  much  better  for  history  would  it  be 
-  perhaps  for  poetry  too  —  if  we  could  say  of  Romu 
lus  and  King  Arthur,  "  They  were  not  only  real  men, 
but  they  were  just  as  they  are  pictured,  and  they 
did  just  the  things  with  which  they  are  credited." 
We  can  say  this  of  Columbus  and  William  Penn  and 
George  Washington  and  Lafayette.  America  has 
its  far-off  age  of  shadows,  to  be  sure,  when  dim, 


THE  HISTORY  STORY  129 

uncertain  figures  moved  behind  the  edge  of  dawn, 
but  so  far  as  our  direct  ancestors  are  concerned  they 
came  upon  the  New  World  stage  in  a  full  light,  and 
the  curtain  has  been  lifted  high  ever  since.  The 
difference  between  our  early  American  history  and 
the  early  age  of  almost  every  other  great  country  is 
the  simple  difference  between  history  and  myth, 
fact  and  fancy.  It  is  worth  much  when  we  can  tell 
the  American  boy  a  stirring  story  of  his  favorite  hero, 
and  say  to  him  or  let  him  feel  "  It  is  true." 

At  present  no  teacher  of  American  history  need 
lack  suitable  books  for  guidance  in  history  story  work. 
As  intimated  in  the  opening  sentence  and  elsewhere 
in  this  chapter,  the  value  of  history  stories  has  come 
again  into  recognition,  and  all  progressive  publishers 
are  making  haste  to  put  suitable  collections  of  story 
books  upon  the  market.  They  may  be  had  now  by 
the  dozens,  some  for  this  grade,  some  for  that,  from 
first  to  last.  However,  one  rather  serious  lack  may 
still  be  noted :  the  lack  of  stories  of  women,  great  and 
good,  who  have  helped  to  make  our  history.  It 
is  probable,  however,  that  this  lack  will  not  exist 
much  longer. 

Obviously,  the  largest  proportion  of  story  work 
falls  naturally  into  the  early  grades.  At  first  the 
teacher  does  nearly  everything  for  the  child :  it  is 
the  story  hour.  At  last  the  child  is  able  to  do  nearly 
everything  for  himself :  it  is  his  day  of  strength. 
Accordingly,  if  one  were  to  draw  a  diagram  of  this 


130       HOW  TO  TEACH  AMERICAN  HISTORY 

transfer  of  power  through  the  grades,  he  might  use 
two  of  the  dynamic  marks  of  music  :  a  long  diminu 
endo  mark,  with  just  above  it  a  long  crescendo.  The 
first,  beginning  large  and  gradually  lessening,  would 
represent  the  story  work  of  the  teacher ;  the  second, 
beginning  small  and  gradually  expanding,  would 
represent  what  the  child  grows  into  and  acquires, 
making  him  more  and  more  independent  of  what  the 
teacher  gives  and  does. 

Notwithstanding  the  fact  that  the  teacher  may 
find  many  excellent  collections  of  history  stories  ready 
for  her  use,  she  must  still  exercise  her  own  good  judg 
ment  in  the  selection  of  the  particular  stories  that 
she  uses.  A  story  for  little  children  should  be  simple 
in  plot,  and  not  too  long.  The  characters  should  be 
few  and  well  marked.  The  whole  story  should  .be 
full  of  human  interest  and  alive  with  action. 

Every  story,  for  small  children  or  larger  ones, 
should  be  rich  in  detail  —  the  little  particulars  about 
which  the  child  will  wonder  if  they  are  omitted. 
Broad  generalities  may  glitter  and  sometimes  thrill, 
but  it  is  the  realistic  touch  of  a  little  hand,  the  shape 
and  color  of  a  hero's  cap,  the  exact  words  that  a 
mother  spoke  that  chain  attention  and  grip  the  heart. 
The  story-teller  must  train  herself  in  the  skillful  and 
accurate  picturing  of  detail  in  action,  form,  color, 
word,  and  feeling. 

To  secure  unity  in  a  story  it  should  be  limited  to  a 
single  incident,  or  should  have  a  progressive  conti- 


THE  HISTORY  STORY  131 

nuity  that  leads  clearly  and  strongly  from  one  incident 
to  another.  If  possible,  it  should  reach  a  climax  at  or 
near  the  end.  The  climax  may  involve  a  surprise 
or  may  relieve  a  suspense  that  has  been  built  up  grad 
ually.  The  element  of  suspense  is  valuable  in  ex 
citing  interest  and  holding  attention.  It  should  be 
utilized  in  some  way :  by  withholding  a  name,  by 
creating  a  dangerous  or  trying  situation,  by  arousing 
a  desire  for  an  explanation  which  is  not  at  once 
given,  or  by  asking  a  question  which  the  story  is  to 
answer.  The  story-teller  must  be  on  her  guard 
against  giving  away  all  the  points  of  interest  at  the 
beginning. 

Probably  the  average  story  for  the  child  should  be 
a  hero  story ;  but  the  good  teacher  will  likely  take 
Vergil's  theme  and  cut  it  half  in  two.  "  Arma 
virumque  cano  "  is  too  much  for  our  better  time : 
"  Virum  cano  "  is  enough.  Children  like  the  rattle 
of  arms  and  the  scramble  of  the  fight,  but  we  are 
now  trying  to  train  them  for  better  things.  Not 
that  we  can  or  ought  to  pluck  out  the  fighting  in 
stinct,  but  we  should  give  it  proper  aims  and  objects. 
As  long  as  the  world  is  full  of  dangers  and  life  is  full 
of  struggles,  we  need  the  grit  to  fight  and  the  grace 
to  die;  but  both  are  "  in  viro  "  and  neither  is  "  in 
armis."  We  have  come  now  to  seek  the  heroism  that 
gives  life  and  saves  life,  rather  than  the  sort  that 
takes  life  or  hurts  life.  We  have  risen  to  the  plane 
of  law  and  justice,  at  least  in  our  aims,  and  widened 


132       HOW  TO  TEACH  AMERICAN  HISTORY 

our  love  of  heroism  so  as  to  include  "  the  brave  at 
home." 

Here  is  a  little  story  of  a  sort  that  may  be  given 
to  children  in  the  second  or  third  grade. 

ELIZABETH  IRVINE'S  RIDE 

You  perhaps  have  heard  of  the  ride  of  Paul  Revere, 
from  Boston  to  Lexington,  one  night  in  April  more  than 
a  hundred  years  ago.  Now  I  am  going  to  tell  you  about 
the  ride  of  Elizabeth  Irvine.  She  lived  long  ago  too, 
about  the  same  time  that  Paul  Revere  lived;  but  his 
home  was  in  Massachusetts,  and  hers  was  in  Virginia. 

Paul  Revere's  ride  was  made  one  night,  as  I  said. 
Elizabeth  Irvine's  ride  was  also  made  one  night.  But 
there  were  some  differences,  too.  Paul  Revere's  ride  was 
in  the  spring  of  the  year,  in  April ;  Elizabeth  Irvine's 
ride  was  in  the  fall,  in  October  or  November.  And  she 
rode  twice  as  far  as  Paul  Revere  did.  He  rode  twelve 
or  fifteen  miles,  while  she  rode  about  thirty. 

As  I  told  you,  Elizabeth  Irvine  lived  in  Virginia.  Her 
home  was  in  the  beautiful  Shenandoah  Valley,  on  a  little 
stream  called  Long  Glade.  Near  by  was  a  little  village 
called  Dinkletown.  The  big  county  of  Augusta  then 
included  Dinkletown,  the  Long  Glade  section,  and  much 
of  the  country  round  about. 

Elizabeth  Irvine,  at  the  time  of  which  I  speak,  was  a 
young  woman,  just  recently  married.  She  was  not  very 
tall,  and  had  bright  black  eyes.  Her  husband's  name  was 
Francis  Irvine. 

One  day,  as  autumn  came  on,  Francis  Irvine  and  all 
the  other  men  on  Long  Glade  and  at  Dinkletown  started 


THE  HISTORY  STORY  133 

on  a  hunting  trip.  They  needed  a  supply  of  venison  and 
other  meat  for  the  winter,  and  expected  to  be  away  from 
home  a  week  or  two. 

The  men  left  early  in  the  morning,  and  the  day  was  long 
and  lonesome  for  young  Mrs.  Irvine;  but  about  four 
o'clock  in  the  afternoon  she  had  a  visitor.  Who  do  you 
think  it  was?  I  know  you  could  never  guess.  It  was 
an  old  Indian  woman  called  Shawnee  Kate. 

Kate  was  an  old  friend  of  Mrs.  Irvine's,  but  her  visit 
was  a  great  surprise. 

"Why  Kate!"  exclaimed  Mrs.  Irvine,  "I  haven't 
seen  you  for  a  long  time,  and  I  thought  you  were  away  out 
on  the  South  Branch  with  your  people." 

Then  the  old  woman  told  Mrs.  Irvine  something  that 
made  her  start  and  give  a  little  cry. 

"  Kill-Buck  makes  ready  to  get  all  the  scalps  at  Deer- 
field.  I  come  to  tell  you." 

Deerfield  was  Mrs.  Irvine's  old  home.  Her  parents  and 
brothers  and  sisters  lived  there.  They  were  in  great 
danger,  for  Kill-Buck  was  the  most  cunning  and  cruel 
chief  in  all  the  country  between  the  Shenandoah  and  the 
Ohio.  Shawnee  Kate  had  walked  many  miles  to  warn 
Mrs.  Irvine ;  for  often  the  little  black-eyed  girl  at  Deer- 
field  had  given  the  old  squaw  a  smile  and  something  to  eat. 

But  it  was  thirty  miles  to  Deerfield,  and  all  the  men 
of  Long  Glade  and  Dinkletown  were  away  hunting. 
Kill-Buck  was  gathering  his  braves  for  the  attack.  They 
were  hiding  in  the  great  mountains  west  of  the  valley. 

It  was  a  time  for  action,  and  Elizabeth  Irvine  did  not 
hesitate.  She  had  quick  eyes  and  strong  hands,  and  her 
heart  did  not  fail.  She  saw  the  danger  that  hung  over 
Deerfield ;  she  also  saw  her  own  duty. 


134       HOW  TO  TEACH  AMERICAN  HISTORY 

Out  in  the  pasture  lot  was  a  good  horse.  It  was  hers. 
Her  father  gave  it  to  her  the  day  she  left  her  old  home  to 
come  to  her  new  home  on  Long  Glade.  She  ran  out  to 
the  lot  and  called  : 

"Dundee  !  Dundee  !    Come,  Dundee  !" 

The  horse  raised  his  head,  set  his  ears  forward,  and  came 
quickly  to  her  side.  In  a  few  minutes  he  was  bridled  and 
a  saddle  was  on  his  back.  Mrs.  Irvine  mounted  him  and 
turned  his  head  towards  Deerfield. 

The  whole  country  was  in  forest,  and  the  trails  were 
rough  and  hard  to  find  at  many  places.  It  was  dark 
before  she  passed  the  headwaters  of  the  Glade.  It  was 
midnight  before  she  reached  Buffalo  Gap,  the  first  moun 
tain  pass.  Because  of  the  darkness  and  the  bad  road  she 
had  to  go  slowly.  Rocks  and  stumps  were  in  the  way, 
bushes  swept  the  horse's  sides,  and  rough  branches  of 
trees  hung  low  overhead.  If  the  horse  had  not  known  the 
way  better  than  his  rider,  both  would  have  been  hopelessly 
lost. 

Do  you  think  Mrs.  Irvine  was  afraid?  Yes,  she  was 
afraid.  And  that  proves  her  a  brave  woman.  She  rode 
right  on  through  the  darkness,  even  though  she  was  afraid. 
She  was  used  to  the  hooting  of  the  owls ;  and  I  do  not 
think  she  minded  much  the  howling  of  the  wolves;  but 
she  did  shiver  a  little  when  she  saw  a  tall  stump  that 
looked  like  an  Indian.  She  did  not  know  how  soon  one 
of  Kill-Buck's  warriors  might  step  out  into  the  narrow 
path  and  clutch  Dundee  by  the  bridle.  She  thought 
that  some  of  them  might  be  on  the  watch. 

Mrs.  Irvine  had  a  wonderful  memory.  Late  in  life 
she  could  recite  Milton's  Paradise  Lost  and  Young's  Night 
Thoughts.  But  she  must  have  had  many  thoughts  of  her 


THE  HISTORY  STORY  135 

own  that  night.  I  doubt  whether  she  recited  poems  that 
night,  unless  it  was  some  of  King  David's.  She  was  a 
Scotch-Irish  Presbyterian,  and  knew  her  Bible  by  heart 
too.  She  may  have  gone  over  some  words  like  these :  — 

"In  thee,  O  Lord,  do  I  put  my  trust ;  .  .  .for  thou  art 
my  rock  and  my  fortress ;  therefore  for  thy  name's  sake 
lead  me,  and  guide  me.  Pull  me  out  of  the  net  that  they 
have  laid  secretly  for  me  :  for  thou  art  my  strength." 

It  takes  a  long  time  to  ride  thirty  miles,  even  on  a  good 
road  in  the  daytime.  Over  that  rough  trail,  in  the  dark 
night,  it  took  Mrs.  Irvine  hours  and  hours.  As  I  told  you, 
it  was  midnight  before  she  reached  Buffalo  Gap.  Deer- 
field  was  still  eight  or  ten  miles  further  on. 

After  a  couple  of  hours  more  Dundee  went  down  a  steep 
bank  and  Mrs.  Irvine  heard  his  feet  splash  in  water.  She 
was  pretty  certain  that  it  was  the  Calf  Pasture  River. 
Some  distance  ahead  she  could  see  the  dim  outline  of  a 
high  mountain  against  the  sky.  It  was  the  first  great 
range  of  the  Alleghanies,  and  she  knew  that  she  was  close 
to  Deerfield.  As  the  morning  star  came  up  over  the  Blue 
Ridge,  far  in  the  east,  she  rode  up  to  her  father's  door. 

The  settlement  was  saved. 

Elizabeth  Irvine  lived  to  tell  her  grandchildren  this 
story,  and  some  of  her  descendants  still  live  on  Long 
Glade.  If  you  wish  to  find  Dinkletown  on  the  map,  just 
look  for  Bridgewater.  That  is  the  present  name. 

For  boys  and  girls  of  the  fifth  grade  and  upwards, 
who  begin  to  understand  the  importance  of  science 
in  history  and  especially  in  our  present-day  life,  the 
following  story  and  others  like  it  might  be  used. 


136       HOW  TO  TEACH  AMERICAN  HISTORY 

THE  "  VOLTURNO  "  TRIUMPH 

Shortly  after  daybreak  on  the  ninth  of  last  October 
(1913)  a  great  ocean  steamer  was  bravely  plowing  her 
way  eastward  through  the  waves  of  a  stormy  sea.  Sud 
denly  her  course  changed;  her  speed  quickened.  Like 
a  frightened  monster  of  the  deep  she  heaved  and  plunged 
forward.  Soon  every  rib  of  steel  and  close-locked  joint 
in  her  giant  body  was  trembling  and  throbbing  under  the 
strain  of  her  mighty  engines,  far  down  in  the  burdened 
hold. 

What  had  happened?  Why  the  changed  course  and 
the  quickened  speed?  Why  was  the  great  ship  leaping 
forward  like  a  frightened  thing  of  life,  fleeing  as  from  a 
terrible  foe  ? 

It  was  indeed  a  race  for  life  —  the  life  of  passengers  and 
crew;  and  the  terrible  foe  that  threatened  death  could 
not  be  left  behind.  It  clung  to  the  fleeing  ship  and  was 
carried  along  in  the  race.  The  smoke  that  rose  from  the 
forward  decks  and  mingled  with  that  of  the  furnace  stacks 
told  the  story :  The  ship  was  afire  ! 

It  was  the  good  ship  Volturno,  with  hundreds  of  men, 
women,  and  children  aboard.  Her  young  captain  and 
his  brave  men  were  fighting  the  fire  and  driving  the  vessel 
forward  in  the  hope  of  finding  rescue. 

Far  off  on  the  stormy  waters  another  great  ship  was 
suddenly  changing  her  course,  and  leaping  forward  at 
increasing  speed.  The  passengers  perhaps  wondered,  but 
the  reason  soon  became  known.  A  miracle  had  called 
out  of  the  skies.  Out  of  the  clouds  a  little  voice  had  come, 
searching  far  and  wide  for  a  listening  ear.  Out  over  the 
rolling  waves,  up  into  the  seething  air,  from  height  to 


THE  HISTORY  STORY  137 

height  and  from  cloud  to  cloud  it  trembled  on  until  at 
last  it  touched  and  thrilled  a  human  soul.  High  on  the 
second  ship  the  operator  of  the  wireless  telegraph  sat  at 
his  post,  faithful  and  vigilant,  the  receiver  at  his  ear; 
and  he  caught  the  little  cry  for  help  that  came  struggling 
through  the  clouds. 

As  he  listened  he  learned  the  thrilling  import  of  the  mes 
sage  :  "We  are  afire  —  cannot  stop  it  —  come  quick  or 
650  lives  will  be  lost."  The  location  of  the  burning  ship 
was  also  given;  and  then  out  into  space,  far  across  the 
leagues  of  sea,  this  heart-cheering  answer  flew:  "We  are 
coming  —  forced  draught  —  cheer  up  —  we  will  take  you 
off." 

It  was  to  make  this  promise  good  that  the  second  ship 
changed  her  course  and  rushed  forward  at  top  speed ;  but 
the  distance  to  the  Volturno  was  eighty  miles ;  and  from 
her  forecastle  was  rising  a  column  of  flame  forty  feet  high. 

Escape  by  the  lifeboats  of  the  ship  was  impossible  in 
the  savage  seas.  Some  were  lowered  and  filled  with  human 
cargoes,  only  to  be  swamped  or  dashed  to  pieces.  A 
hundred  lives  were  lost  to  prove  that  escape  in  boats  was 
not  to  be  hoped  for.  The  horror  of  the  situation  was 
increased  by  several  terrible  explosions  in  the  hold  of  the 
ship,  which  seemed  enough  to  burst  her  steel-ribbed  hull 
and  open  it  to  the  hungry  waters.  In  terror  and  with 
shortened  breath  the  huddling  groups  on  the  decks 
watched  the  bow  of  the  ship,  expecting  to  see  it  settle 
down  into  the  depths  at  any  moment.  The  officers  of 
the  Volturno  expected  that  she  would  burn  to  the  water's 
edge  in  an  hour,  but  they  did  not  speak  of  their  fears 
to  the  passengers.  Instead  they  distributed  life  preserv 
ers  and  continued  to  fight  the  flames.  Risking  their  lives 


138       HOW  TO  TEACH  AMERICAN  HISTORY 

in  deadly  peril,  they  bore  themselves  as  men,  cheering  the 
passengers  with  words  of  hope. 

It  was  early  morning  when  the  fire  broke  out.  It  was 
noon  before  the  first  rescue  ship,  the  gallant  Carmania, 
came  up.  The  chance  of  rescue  even  then  seemed  hope 
less,  for  the  storm  and  the  sea  threatened  death  to  all 
who  sought  escape  from  the  flames.  The  shivering  groups 
pressed  toward  the  stern  of  the  fated  vessel,  with  imploring 
eyes  fixed  on  the  helpers  so  near,  yet  so  powerless  to  give 
them  aid.  Hour  after  hour  passed,  and  ship  after  ship 
came  racing  in  over  the  rolling  seas  in  answer  to  the  little 
trembling  call  that  had  gone  out  upon  the  winds  and 
clouds.  Time  and  again  through  the  terrible  afternoon 
efforts  were  made  to  lower  boats  and  reach  the  burning 
ship;  but  all  in  vain.  Every  boat  was  beaten  back, 
though  strong  men  did  their  best,  risking  their  lives  in 
every  attempt. 

At  half -past  five  in  the  evening  the  ship  Kroonland  came 
up.  Her  crew  lowered  boats,  as  others  had  done,  but 
these  too  were  dashed  back.  Night  was  approaching, 
and  death  seemed  to  frown  from  sky  and  sea.  The 
pain  of  those  who  had  failed  to  give  help  answered  to  the 
despair  of  those  who  were  going  slowly  down  with  the 
burning  ship.  One  who  stood  on  the  Kroonland' s  deck 
and  looked  across  the  heaving  valleys  of  death  thus 
described  the  scene  :  — • 

"We  could  see  the  passengers  grouped  at  the  stern  of 
the  Volturno.  Their  cries  for  help  wrung  our  hearts. 
Women  could  be  seen  stretching  out  their  arms  to  us  and 
holding  their  babies  for  us  to  see.  Their  ship  was  blazing 
like  a  furnace  forward  of  the  funnel.  Our  boat  was  forced 
to  return  without  reaching  her." 


THE  HISTORY  STORY  139 

But  the  brave  captain  and  crew  of  the  Volturno  still 
fought  on  and  hoped  for  rescue.  Shortly  before  dark 
Second  Officer  Edward  Lloyd,  stern-faced  and  resolute, 
with  four  other  brave  men,  undertook  to  show  the  rescue 
fleet  that  a  boat  could  be  taken  across  the  waves.  They 
launched  a  lifeboat,  and  after  a  terrible  struggle  reached 
the  Kroonland;  but  as  they  clambered  up  the  Kroonland's 
side  their  shattered  boat  sank. 

Through  the  long,  black  night  the  rescue  ships  circled 
near  the  center  of  fire,  their  searchlights  piercing  in  hither 
and  thither  through  the  vales  of  shadow.  Toward 
morning  the  seas  began  to  subside.  From  the  Narra- 
gansett,  an  oil  steamer,  great  quantities  of  oil  were  pumped 
on  the  angry  waters,  and  soon  it  became  possible  to  reach 
the  Volturno  with  less  danger.  At  five  o'clock  the  real 
work  of  transfer  began,  and  at  nine  the  task  was  done. 
For  more  than  24  hours  the  Volturno's  crew  had  fought 
the  flames,  and  the  terrified  passengers  had  watched  the 
fight.  Ten  rescue  ships  had  come  out  of  the  dark  horizons 
in  answer  to  that  thrilling  call  of  the  air,  and  had  gathered 
in  a  rolling  circle  about  the  fated  vessel.  Storm  and  sea 
and  fire  raged  through  the  long  hours,  but  521  out  of 
657  on  board  the  Volturno  were  saved. 

The  young  captain  of  the  Volturno,  having  nobly  led 
his  men  in  the  fight  to  a  splendid  finish,  came  finally  up 
the  Kroonland's  side. 

"One  could  not  tell,"  said  a  passenger  who  saw  him, 
"  whether  he  was  a  white  man  or  a  black  man.  His  face 
was  scorched  and  blackened  by  fire  and  smoke.  His 
eyes  were  red  and  painful.  His  uniform  was  in  tatters. 
His  shoes  had  nearly  been  burned  from  his  feet.  His 
coolness  and  his  gallantry  were  warmly  commended  by 


140       HOW  TO  TEACH  AMERICAN  HISTORY 

his  passengers  and  crew  and  by  the  people  on  the  rescuing 
ships." 

As  he  came  aboard  the  Kroonland,  last  of  all  to  leave  the 
flaming  Volturno,  he  carried  with  him  his  dog,  which  he 
had  found  on  his  last  careful  search. 

The  young  captain's  name  is  Francis  Inch;  and  we 
feel  like  saying,  "  Every  inch  a  man."  He  and  his  men 
represent  the  modern  chivalry,  the  heroism  of  the  higher 
life.  And  along  with  their  names  let  us  link  that  of 
William  Marconi,  the  man  of  science,  whose  thought 
has  winged  so  many  brave  acts  with  power.  The  triumph 
of  that  terrible  day  on  the  sea  was  a  triumph  of  modern 
science  and  modern  manhood. 

To  begin  with,  the  teacher  is  the  teller.  To  be  a 
good  story-teller,  she  must  cultivate  a  style  that  is 
clear  and  easy,  and  somewhat  picturesque  or  graphic. 
Her  manner  must  be  vivacious,  and  she  must  have 
feeling  and  imagination  enough  to  enter  into  the  story 
with  spirit.  She  must  add  the  power  of  her  eyes 
and  face  and  attitude  and  tone  of  voice  to  the  words 
she  utters.  Reading  good  stories  and  listening  to  good 
story-tellers  will  help  her ;  but  after  all  she  must 
train  herself  in  the  art  by  careful,  thoughtful  practice. 

As  aids  in  story-telling  the  teacher  may  use  maps, 
pictures,  relics,  blackboard  sketches,  and  music. 
A  poem  recited  or  a  song  sung  may  often  add  a 
touch  of  power  to  a  story.  The  historic  songs  that 
are  now  accessible  on  talking-machine  records  have  a 
decided  value  for  the  teacher  of  children. 


THE  HISTORY  STORY  141 

Finally,  balance  impression  with  expression.  Have 
the  child  reproduce  the  story.  This  will  help  him 
in  fixing  and  organizing  the  facts;  it  will  give  the 
teacher  a  chance  to  judge  of  her  own  work ;  and  it 
will  develop  ease  and  skill  in  the  child's  manner  and 
speech.  If  the  story  is  difficult,  it  may  be  told  to 
the  child  several  times ;  but  sooner  or  later  he  should 
be  asked  to  repeat  it. 

Reference  Books 

Following  is  a  brief  list  of  books  that  will  be  found  helpful  by 
the  teacher  in  her  efforts  to  develop  the  story-telling  art. 

ADLER  :  The  Moral  Instruction  of  Children;  D.  Appleton  &  Co., 
New  York.  —  Particularly  pages  106-165,  presenting  se 
lected  stories  from  the  Old  Testament  and  from  the 
Odyssey  and  the  Iliad. 

ANDREWS:  Everyday  Heroism;  American  School  Peace  League. 
—  A  select  bibliography  in  bulletin  of  July,  1914. 

BAILEY  :  For  the  Story  Teller;  Milton  Bradley  Co.,  Springfield, 
Mass. 

BLAISDELL  :  The  American  History  Story  Book;  Little,  Brown  & 
Co.,  Boston. 

BRYANT  :  How  to  Tell  Stones  to  Children;  Houghton  Mifflin  Co., 
Boston. 

DYE:  The  Story-Teller's  Art;  Ginn  &  Co.,  Boston. 

ESENWEIN:  How  to  Attract  and  Hold  an  Audience;  Hinds  & 
Noble,  New  York.  —  This  is  a  general  treatise  on  rhetoric 
and  public  speaking,  but  it  may  be  studied  with  special 
reference  to  skill  and  power  in  telling  a  story. 

KEYES:  Stories  and  Story-Telling;  D.  Appleton  &  Co.,  New 
York.  —  Unfortunately  for  our  purposes  this  work  deals 
with  stories  of  fancy  rather  than  with  stories  of  fact, 


142       HOW  TO  TEACH  AMERICAN  HISTORY 

MACE  :  Method  in  History;  Ginn  &  Co.,  Boston.  —  Particularly 

pp.  282-308. 
McGovERN :  Stories  and  Poems  with  Lesson  Plans;  Educational 

Publishing  Co.,  New  York. 
McMuRRY:   Special  Method  in  History;   The  Macmillan  Co., 

New  York.  —  Particularly  Chapter  III,  pp.  34-118. 
WILTSE  :  The  Place  of  the  Story  in  Early  Education;  Ginn  &  Co., 

Boston.  —  The  first  chapter  of  this  book  presents  many 

excellent  points  for  story-tellers,  and  the  whole  book  may 

be  read  with  profit  in  this  connection. 

The  Story-Teller's  Magazine,  published  by  the  Story-Teller's 
Company,  New  York  City,  will  be  found  of  interest  and  value 
by  the  teacher  in  the  grades. 


CHAPTER  XII 


HISTORY  IN  BIOGRAPHY 

FROM  the  history  story  it  is  an  easy  and  natural 
step  to  biography.  Most  of  the  stories  relate  to 
history  makers,  introducing  them  in  characteristic 
attitudes  and  significant  incidents.  Indeed,  so  many 
incidents  in  the  life  of  a  man  like  Washington  may  be 
given  in  stories  in  the  first  grades  that  a  full-length 
picture  of  the  man  is  constructed  by  the  child,  for 
himself,  even  before  anything  like  a  formal  bio 
graphical  study  is  planned  by  the  teacher.  When  a 
connected  biographical  study  is  begun  the  child  is 
pleased  to  meet  an  old  acquaintance ;  to  find  a  logi 
cal  connection  between  the  incidents  of  which  he  has 
already  heard ;  to  see  reasons  for  certain  actions  he 
has  long  admired  but  perhaps  never  much  under 
stood  ;  and  to  reconstruct  his  picture  of  the  hero  in 
the  fuller  light  and  according  to  the  better  standards. 

Biography  fills  a  large  place  in  history ;  and  may 
we  not  say,  especially  in  American  history  ?  The  fact 
that,  so  far  as  the  English,  French,  Germans,  Dutch, 
Swedes,  Scotch,  and  Irish  are  concerned,  we  have  no 
prehistoric  age  in  America  makes  our  history  begin 
with  real  biography,  and  not  with  myth  and  fable. 

143 


144      HOW  TO  TEACH  AMERICAN  HISTORY 

The  fact  that  our  state  and  national  systems  were 
worked  out  in  fine  form  before  our  country  was 
crowded  with  a  dense  population  not  only  gave  a 
few  great  men  a  chance  to  fashion  great  things,  but 
also  gives  us  a  chance  to  see  what  those  men  were 
really  doing.  In  older  lands  the  clouds  of  uncer 
tainty  rest  upon  the  face  of  history  until  the  ages 
are  far  advanced,  until  many  fundamental  processes 
in  politics,  religion,  literature,  industry,  and  social 
institutions  have  been  wrought  out,  and  until  the 
face  of  the  earth  is  so  full  of  men  that  we  either 
cannot  tell  who  are  the  masters  of  progress  or  despair 
of  knowing  them  because  of  their  multitude. 

In  the  United  States  it  has  been  different.  From 
the  time  our  forefathers  first  came  to  the  New  World 
we  have  had  a  fair  record  of  their  doings;  and  be 
cause  they  could  begin  here  with  an  advanced  degree 
of  civilization  it  was  possible  for  them  to  accomplish 
wonderful  things  in  a  few  years,  and  before  the  num 
ber  of  workers  became  an  indistinguishable  multi 
tude.  Consequently  the  biographies  of  a  few  great 
characters  give  us  a  grip  on  nearly  all  the  significant 
and  constructive  forces  in  the  making  of  what  we  call 
America.  American  history  is  rich  in  biography 
not  only  because  of  the  splendid  qualities  that  have 
generally  distinguished  our  leading  men  and  women, 
but  also  because  of  what  it  has  been  possible  for  a 
few  men  and  women  to  accomplish. 

The  child  appreciates  the  maker  of  history  before 


HISTORY  IN  BIOGRAPHY  145 

he  understands  the  making  or  the  meaning  of  history. 
Accordingly,  it  is  possible  to  introduce  the  study  of 
biography  at  an  early  stage  in  history  teaching.  Be 
cause  of  the  many  sides  of  great  human  beings  it  is 
possible  to  continue  the  study  of  biography  with 
profit  in  college  and  university.  The  child  will  study 
Washington  with  one  sort  of  interest,  the  statesman 
with  another ;  both  with  profit. 

In  biography  what  we  term  human  interest  is 
strong  and  obvious.  This  will  doubtless  be  acknowl 
edged  however  we  may  define  human  interest,  or 
even  if  we  do  not  attempt  to  define  it  at  all.  Each 
person  may  make  his  own  definition  and  still  find  the 
statement  true.  Theories  often  seem  vague  and  far 
off.  Things  often  appear  to  have  no  connection 
either  among  themselves  or  with  us ;  thoughts  are 
frequently  bewildering ;  but  living,  suffering,  loving, 
conquering  men  and  women  come  very  near  to  us, 
and  our  hearts  are  soon  beating  sympathetically 
with  theirs. 

Biography  emphasizes  the  personal  element  in 
history.  The  personal  element  can  hardly  be  over 
valued.  In  truth,  we  are  constantly  in  danger  of 
not  recognizing  the  personal  forces  in  great  move 
ments  at  half  their  value.  We  speak  of  the  course 
of  events,  as  if  things  of  themselves  worked  them 
selves  out  in  logical  series.  We  abstract  the  spirit 
of  the  age,  as  if  it  were  something  that  has  an  exist 
ence  apart  from  the  embodied  spirits  that  walk  and 


146       HOW  TO  TEACH  AMERICAN  HISTORY 

talk  before  us.  Evolution  has  become  evident  in 
so  many  things,  persons,  and  institutions  that  we 
almost  imagine  evolution  as  a  force  in  itself  that 
comes  and  lays  hold  of  us  and  makes  us  go  a  certain 
way,  whether  we  will  or  no.  Let  us  know  that  so 
far  as  human  events  are  concerned  they  are  shaped 
largely  by  personal  character  and  personal  conduct. 
When  we  extol  public  sentiment  or  the  spirit  of  the 
age  let  us  be  thankful  that  a  majority  of  the  influ 
ential  people  of  the  age  have  such  controlling  power 
through  their  agreement  upon  certain  principles. 
It  is  very  well  to  make  the  spirit  of  the  age  responsi 
ble  ;  but  we  must  not  fail  to  make  the  ruling  majority 
responsible  for  the  spirit  of  the  age.  It  is  a  personal 
thing,  and  can  have  no  existence  apart  from  persons. 
Sometimes  a  great  man  represents  the  spirit  of  his 
age ;  sometimes  he  dies  trying  to  change  it.  Evolu 
tion  may  be  observed  in  matter,  but  if  so  it  was 
directed  by  intelligence,  and  intelligence  can  exist  only 
in  persons.  Evolution  may  be  evident  in  the  life 
of  a  man,  in  his  body,  in  his  spirit ;  but  in  either 
case  his  own  intelligence  or  that  of  another  is  respon 
sible.  Responsibility  must  always  be  forced  back 
upon  a  person.  Evolution  in  institutions  is  made 
possible  only  as  people  change. 

Whether  we  speak  of  science  or  art  or  law  or  litera 
ture  or  invention  or  industry  or  agriculture  or  com 
merce  or  education  or  religion,  we  speak  always  of 
things  that  depend  on  persons  and  that  can  have  no 


HISTORY  IN  BIOGRAPHY  147 

existence  apart  from  persons.  All  intellectual  forces, 
perhaps,  and  all  moral  forces  certainly,  are  personal 
forces.  Intellectual  and  moral  forces  have  made 
much  of  the  world's  history  directly ;  much  of  the 
remainder  they  have  made  indirectly  by  their  action 
upon  material  things. 

The  power  of  personality  in  history  becomes  strik 
ingly  manifest  when  we  behold  a  man  like  Luther  or 
Napoleon  or  Peter  the  Great  or  John  Wesley.  Only 
a  few  persons,  it  may  be,  have  such  power;  but 
nearly  all  great  powers  come  from  persons  —  from  a 
single  person  acting  supremely  or  from  may  persons 
acting  in  more  or  less  harmony. 

In  proportion  as  the  student  recognizes  the  per 
sonal  element  in  history,  in  proportion  as  he  sees 
how  social  and  political  institutions  are  determined 
by  the  characters  and  conduct  of  men  and  women, 
he  will  be  forced  to  acknowledge  his  personal  obli 
gation  as  a  citizen.  Upon  such  a  basis  education  for 
efficient  and  honorable  citizenship  ought  to  be  proper 
and  easy.  Is  it  fortitude  and  devotion  and  patience 
and  justice  and  enterprise  and  patriotism  that  have 
made  the  past  glorious  ?  Is  it  these  qualities  that  we 
cherish  for  the  future?  These  things  are  found  in 
persons  :  nowhere  else  can  they  be  found. 

Biography  makes  history  vital  and  concrete.  It 
shows  progress  registered  in  human  life,  and  physical 
factors  controlled  and  directed  by  human  powers. 
The  abstract  notion  of  history  as  a  system  beyond 


148       HOW  TO  TEACH  AMERICAN  HISTORY 

us  or  apart  from  us  takes  definite  forms  in  the  friends 
and  foes  about  us  and  in  the  striving  forces  within  us. 
It  may  be  very  difficult  for  a  boy  or  girl  to  make  a 
generalization  from  many  facts  concerning  a  particu 
lar  time ;  but  either  one  can  readily  get  acquainted 
with  a  man  or  woman  that  illustrates  the  time  by 
being  typical  or  representative.  Graft  and  philan 
thropy  are  vague,  elusive  terms;  but  Tweed  and 
Peabody  become  living  realities,  chained  in  memory, 
walking  in  the  full  noon  of  imagination. 

All  of  us,  children  especially,  are  continually  trans 
ferring  ourselves  into  other  selves.  It  is  only  a  trick 
of  imagination,  to  be  sure,  but  we  all  do  it,  and  it  may 
be  done  with  profit.  The  boy  sees  himself  an  Indian, 
a  policeman,  Columbus,  or  Daniel  Boone ;  the  girl 
sees  herself  a  fine  lady,  a  missionary,  Molly  Pitcher^ 
or  Priscilla  Alden.  Biography  presents  many  attrac 
tive  transfers  to  the  imagination.  Proper  biography 
thus  opens  many  desirable  flights  to  aspiration,  and 
at  the  same  time  closes  many  that  are  undesirable. 
The  child's  imagination  is  going  to  make  flights, 
we  may  be  certain  of  that ;  the  child  is  going  to  think 
himself  somebody  else  much  of  the  time.  Shall  he 
be  introduced  into  the  company  of  nobles,  who  have 
made  the  best  the  world  has,  or  shall  he  be  allowed  to 
find  heroes  for  himself  in  Deadwood  Dick  and  the 
nearest  gang  leader? 

We  prepare  ourselves  for  action  by  observing  what 
others  do,  and  by  picturing  in  thought  what  we  would 


HISTORY  IN  BIOGRAPHY  149 

do  in  their  places.  It  makes  a  great  deal  of  differ 
ence  for  life  and  citizenship  where  the  boy  goes  when 
he  jerks  on  the  seven-league  boots,  as  well  as  when 
he  literally  walks  down  town.  The  boy  who  habitu 
ally  sees  himself  John  Hampden,  or  George  Wash 
ington,  or  Cyrus  W.  Field  is  getting  ready  to  do 
his  country  real  service ;  and  the  girl  who  thinks 
with  burning  heart  what  she  would  do  in  the  crises 
that  have  always  proved  the  nobility  of  woman 
hood  is  growing  fiber  for  humanity  in  all  the  ages 
to  come. 

Biography  makes  historical  classification  easy  and 
rapid.  One  of  the  great  facts  we  need  to  learn  in 
history  as  well  as  in  natural  science  is  that  things, 
events,  people,  and  institutions  fall  properly  into 
classes,  and  that  among  the  endless  multitude  and 
the  infinite  variety  there  are,  after  all,  only  a  few 
great,  determining  groups.  Men  are  easily  classified 
as  statesmen,  scholars,  soldiers,  pioneers,  inventors, 
and  a  child  is  able  to  make  intelligent  classifica 
tions  of  men  long  before  he  is  capable  of  assorting 
and  labeling  theories,  acts,  and  institutions.  More 
over,  upon  the  basis  of  the  easy  classifications  in 
biography  he  is  soon  able  to  reach  out  and  comprehend 
men  and  women  of  corresponding  classes  in  all  ages 
and  all  lands.  Having  learned  to  know  intimately 
a  few  pioneers,  he  will  have  a  fair  acquaintance  with 
the  life  of  all  pioneers.  Having  studied  at  length  a 
few  statesmen,  he  will  be  able  to  appreciate  the  ordi- 


150       HOW  TO  TEACH  AMERICAN  HISTORY 

nary  experiences  and  problems  of  all  statesmen. 
Biography,  therefore,  like  the  history  story,  has  a 
decided  economy  value. 

The  biography  of  a  great  historical  character  gives 
a  natural  and  obvious  continuity  to  contemporary 
events.  The  life  of  Daniel  Boone  leads  one  along 
the  path  of  civilization  from  the  older  settlements 
out  into  the  wilderness,  and  makes  him  a  witness  of 
the  great  movement  of  the  people  westward.  The 
life  of  Franklin  leads  one  along  the  shining  way  of 
scientific  experiment,  and  at  the  same  time  chains 
together  in  a  related  series  the  steps  and  struggles 
of  our  national  beginnings.  Biography  not  only 
supplies  the  place  of  chronology,  but  it  also  makes 
evident  many  links  in  the  chain  of  cause  and  effect. 

As  testimony  to  the  value  of  biography  in  history 
teaching,  both  for  children  and  for  advanced  stu 
dents,  we  have  many  authoritative  statements  from 
Europe  and  America.  Many  of  the  best  schools  in 
both  the  Old  World  and  the  New  World  teach  his 
tory  largely  through  a  study  of  the  history  makers. 
The  practice  seems  to  be  growing,  and  all  the  stand 
ard  publishing  houses  are  making  an  effort  to  pro 
vide  suitable  biographies  of  distinguished  men.  I 
say  men  advisedly;  for  as  yet  not  much  has  been 
done  to  supply  the  need  of  appropriate  biographies 
of  great  women.  There  is  a  need  here,  not  only  be 
cause  of  the  telling  work  women  have  done  in  the 
building  of  our  civilization,  but  also  because  girls 


HISTORY  IN  BIOGRAPHY  151 

in  our  schools  have  a  right  to  their  inheritance  in  the 
noble  characters  and  devoted  service  of  their  mothers 
and  grandmothers.1 

1  In  connection  with  the  general  subject  of  this  chapter  atten 
tion  is  invited  to  "Some  Social  and  Political  Pioneers  of  the 
Nineteenth  Century,"  by  Ramoden  Balmforth;  Swann,  Son- 
nenschein  &  Co.  The  introduction  to  this  book,  dealing  with 
biography  and  its  relation  to  history,  is  finely  apropos. 


CHAPTER  XIII 

DRAMATICS  AS  A  METHOD  OF  TEACHING  HISTORY 

THERE  are  three  to  whom  drama  is  almost  real  life ; 
The  child,  the  savage,  and  the  artist.  With  the  last, 
dramatic  expression  has  been  perfected  by  long 
training ;  with  the  other  two  it  is  mainly  an  instinct, 
inherited  through  long  ancestry.  For  our  purposes 
we  shall  waive  the  interest  that  may  attach  to  the 
savage  and  the  artist,  in  order  that  we  may  give  at 
tention  to  the  dramatic  instincts  of  the  child  and  the 
opportunity  we  have  of  teaching  him  history  upon 
the  basis  of  these  instincts. 

Just  as  some  nationalities,  like  the  French  and 
Spanish,  for  example,  are  more  dramatic  than  others, 
so  some  children  are  more  dramatic  than  others. 
This  probably  means,  for  one  thing,  that  imagina 
tion  is  more  lively  and  vivid  for  some  than  for  others. 
Nevertheless,  every  normal  child  has  imagination 
and  dramatic  instinct  enough  to  fill  out  many  a 
historical  incident  if  it  is  presented  in  action,  and  to 
portray  many  scenes  and  incidents  of  his  own  initia 
tive  if  given  any  chance  at  all. 

All  of  us  have  observed  how  readily  the  little  boy 
transforms  an  old  broom  into  a  horse,  and  himself 

152 


DRAMATICS  153 

into  the  expert  rider  of  a  plunging  charger.  I  once 
started  to  dodge  out  of  a  path  because  I  heard  what 
I  thought  was  a  horse  trotting  up  behind  me.  When 
I  turned  to  look  I  saw  a  small  colored  boy  coming  on 
four  feet,  as  it  were,  and  imitating  almost  exactly 
in  sound  the  horse-trot  by  holding  in  his  hands  two 
small  tin  boxes.  He  had  the  dramatic  instinct,  and 
was  working  it  out  in  sound  as  well  as  in  action.  A 
little  chap  one  day  stuck  his  thumb  into  a  cherry 
pudding ;  when  he  drew  it  out  and  held  it  up  the  tip 
top  was  red.  "  That's  Santa  Glaus,"  he  exclaimed, 
"  in  a  red  cap."  If  Snug  the  Joiner  has  a  good  voice 
for  roaring  he  does  not  need  to  hide  half  his  face  in 
a  lion's  mane  :  the  child  will  see  him  a  lion  as  quickly 
as  Oberon,  Titania,  or  Robin  Goodfellow.  A  feather 
will  make  an  Indian,  a  tent  in  the  back  yard  a  wig 
wam  in  the  forest.  A  penny  trumpet  and  a  paper 
drum  become  a  splendid  military  band  instantly  in 
the  magic  alchemy  of  the  boy's  spirit.  A  dark  corner 
is  a  bear's  den  and  the  boy  is  a  bear  as  he  lunges  out, 
growling  fiercely.  He  cannot  think  about  a  soldier 
without  straightening  up  and  shouldering  his  imagi 
nation  for  a  gun  if  nothing  better  happens  to  be  in 
his  hand. 

Story  and  biography  stir  up  the  dramatic  instinct, 
and  call  strongly  upon  the  boy  for  action.  As  he 
goes  with  Washington  across  the  Delaware  he  finds 
himself  springing  up  in  the  bow  of  the  boat  and 
giving  orders  for  clearing  the  way.  As  he  stands 


154       HOW  TO  TEACH  AMERICAN  HISTORY 

with  Nelson  upon  the  deck  of  the  Victory  he  catches 
himself  giving  the  famous  charge,  "  England  expects 
every  man  to  do  his  duty."  As  he  walks  by  himself 
and  lives  over  the  life  of  his  hero  he  breaks  out  into 
stirring  speech,  strikes  an  attitude,  and  works  out  a 
long,  complex  situation  in  a  few  simple  words  and 
motions. 

Since  action  is  so  much  of  the  child's  life  and  makes 
such  a  tremendous  appeal  to  him,  the  teacher  cannot 
afford  to  neglect  all  the  waiting  opportunities  in  this 
great  field.  Since  action  appeals  to  the  child,  let  him 
see  action :  let  him  see  some  of  the  characters,  classes, 
and  incidents  of  which  he  is  told  in  visible,  moving, 
talking  forms.  And,  on  the  other  hand,  since  the 
child  is  himself  always  potentially  and  often  actually 
an  actor,  let  him  do  things  and  be  persons  under  the 
teacher's  guidance. 

History  is  full  of  characters,  situations,  and  inci 
dents  that  lend  themselves  to  dramatic  representa 
tion.  If  any  one  doubts  this  let  him  recall  the  great 
est  operas  and  dramas  of  the  greatest  masters,  and 
observe  how  many  of  them  are  historical.  American 
history  is  especially  fortunate  here,  because  America 
has  been  preeminently  the  land  of  action,  of  swift 
and  wondrous  achievement.  It  has  been  said  that 
America  is  poor  in  literary  materials  because  of  the 
homogeneity  of  its  people  and  the  sameness  of  its 
physical  characteristics.  It  would  be  hard  to  find 
anything  farther  from  the  truth.  There  are  cer- 


DRAMATICS  155 

tainly  obvious  differences  between  New  Orleans  and 
Philadelphia;  between  San  Francisco  and  Boston; 
between  the  people  of  Charleston  and  the  people  of 
the  Appalachian  highlands ;  between  the  Scandi 
navians  of  the  Dakotas  and  the  sombrero-wearers 
of  the  Mexican  border.  If  we  desire  more  striking 
differences,  we  may  utilize  the  red  men  who  claimed 
the  land  ahead  of  us  and  the  negroes  that  have  been 
brought  in  from  Africa.  If  we  want  to  see  the  classes 
of  our  nation  in  close  contrast,  all  at  one  place,  we 
might  find  them  during  a  brief  stay  in  Washington ; 
and  if  we  desire  to  see  the  peoples  of  all  the  earth 
close  enough  together  for  interesting  situations,  we 
might  find  most  of  them  in  a  tour  about  New  York. 
For  nationalities  we  have  the  French,  the  Dutch, 
the  Swedes,  the  Germans,  the  Scotch,  the  Irish,  the 
Spanish,  the  Welsh,  the  Italians,  the  Russians,  the 
Syrians,  the  Greeks,  the  Japanese,  the  Chinese,  and 
as  many  more  as  you  wish.  For  social  and  industrial 
classes  we  have  the  farmers,  the  miners,  the  lumber 
men,  the  fishermen,  the  ranchmen,  the  pioneers  and 
hunters,  the  Puritans,  the  Cavaliers,  the  Quakers, 
the  Jesuit  missionaries,  the  frontier  preachers,  the 
Indian  traders,  the  stage-drivers,  the  fire-fighters, 
the  soldiers,  the  sailors,  the  trained  nurses,  the  Sal 
vation  Army  men  and  women,  the  Red  Cross  workers, 
the  policemen,  and  the  railroad  men.  All  these 
classes  would  lend  themselves  easily  to  distinctive 
representation,  because  of  their  striking  costumes, 


156       HOW  TO  TEACH  AMERICAN  HISTORY 

their  different  tools,  weapons,  or  equipment,  and  be 
cause  of  the  marked  diversity  in  their  several  occu 
pations.  Not  only  would  it  be  comparatively  easy 
to  represent  any  one  of  these  classes  in  drama,  but 
every  one  of  them  has  played  or  is  now  playing  an 
important  part  in  American  history. 

Striking  historical  characters  —  persons  —  may 
be  made  up  just  as  easily,  and  with  historical  accuracy 
enough  to  be  of  real  educational  value.  John  Smith, 
Pocahontas,  Miles  Standish,  John  Alden,  Priscilla, 
William  Penn,  Peter  Stuyvesant,  Sam  Houston, 
Robert  Fulton,  Lafayette,  Eli  Whitney,  Marcus 
Whitman,  Ponce  de  Leon,  Henry  Hudson,  Benjamin 
Franklin,  and  many  others  have  enough  distinctive 
characteristics  and  equipment  associated  with  them 
to  be  recognized  without  great  difficulty,  even  if  they 
were  not  very  well  portrayed. 

For  small  children  Indian  life  and  the  life  of  the 
white  pioneers  afford  many  appropriate  subjects  and 
incidents  for  dramatic  reproduction.  The  "  Indian 
suits  "  that  have  for  some  time  been  on  the  market 
for  children  make  the  matter  of  costumes  a  simple 
problem.  For  larger  boys  and  girls  inexpensive 
costumes  and  equipment  may  be  improvised  with 
little  labor.  Not  long  ago  I  witnessed  a  beautiful 
presentation  of  the  "  Song  of  Hiawatha,"  given  by 
a  number  of  young  ladies.  Their  costumes  were  not 
expensive,  and  they  certainly  did  not  require  much 
time  for  construction,  for  all  who  appeared  in  the 


DRAMATICS  157 

drama  were  busy  students  and  did  not  have  much 
time  for  "  extras."  A  stick  and  a  string  made  the 
famous  bow,  terrible  to  the  timid  deer,  necessary  to 
the  hunter,  and  useful  to  the  poet  for  adjusting  man 
and  woman.  Another  stick  served  for  an  arrow. 
An  ordinary  electric  light  bulb,  wrapped  in  red  tissue 
paper  and  tucked  into  a  pile  of  wood  under  a  small 
kettle  suspended  from  a  tripod,  gave  a  fine  effect  of 
fire.  Brown  autumn  leaves  on  the  floor,  and  branches 
from  the  forest  in  profusion  in  the  corners  and  about 
the  windows,  produced  a  woodland  scene  of  sufficient 
fullness  and  wildness.  Dark  tresses  unbraided  and 
fair  faces  daubed  with  some  harmless  paint,  with  a 
few  rather  loud  ornaments  donned  for  the  occasion, 
fascinated  the  gaze  of  the  spectator  and  helped  his 
imagination  to  rush  swiftly  back  across  the  years 
and  deep  into  the  primeval  forests.  The  chanting, 
the  singing,  and  the  dancing  completed  the  striking 
scene. 

Here  are  two  specific  suggestions.  For  giving  a 
class  or  a  school  a  good  notion  of  the  different  nation 
alities  that  have  made  up  the  United  States,  it  is 
possible  without  much  trouble  or  expense  to  have  a 
pair  of  the  larger  pupils  represent  each.  A  boy  and 
a  girl  may  be  costumed  and  otherwise  equipped  to 
be  Puritan  English  ;  another  pair,  Cavalier  English  ; 
a  third  pair,  Quaker  English.  Other  pairs  may  per 
sonate  the  Dutch,  the  French,  the  Germans,  and 
the  Scotch.  Similarly  the  various  industrial  classes 


158       HOW  TO  TEACH  AMERICAN  HISTORY 

may  be  portrayed.  Costumes  should  belong  to  the 
school,  and  the  equipment  may  then  be  kept  from 
year  to  year. 

The  second  suggestion  is  this :  Let  various  mem 
bers  of  the  class  or  the  school  personate  famous  men 
and  women  in  history :  Daniel  Boone,  Elizabeth  Zane, 
John  Smith,  Pocahontas,  Benjamin  Franklin,  Betsy 
Ross,  and  so  on.  There  is  no  harm  in  letting  each  boy 
or  girl  bear  in  school  the  name  of  the  historical  per 
son  represented.  Then,  to  make  the  proceeding  still 
more  interesting  and  profitable,  let  each  actor  make 
a  special  study  of  the  life  and  character  of  the  person 
he  stands  for,  —  become  a  sort  of  authority  concern 
ing  that  person ;  and  let  all  questions  pertaining  to 
the  historical  man  or  woman  be  referred  to  the  boy 
or  girl  that  personates  that  man  or  woman. 

Many  good  people  dread  the  dramatic,  and  perhaps 
with  very  good  reason.  Nearly  everything  that  has 
great  possibilities  for  uplift  has  corresponding  possi 
bilities  for  degradation.  The  press  and  the  ballot 
are  other  examples.  Yet  it  hardly  seems  fair  for  the 
wrong  party  to  be  granted  a  monopoly  of  great  powers 
by  the  voluntary  withdrawal  of  the  right  party. 
There  seems  little  more  reason  for  teachers  and 
others,  who  have  the  welfare  of  youth  at  heart,  to 
surrender  the  drama  to  the  vicious  and  mercenary 
than  for  them  to  surrender  the  ballot  to  the  same 
classes. 

After  such  a  preface  one  may  perhaps  be  allowed  to 


DRAMATICS  159 

mention  motion  pictures.  One  hesitates  to  do  it  for 
the  reason  that  they  are  so  generally  misused ;  but, 
on  the  other  hand,  they  embody  such  splendid  possi 
bilities  for  real  education  that  teachers  cannot  af 
ford  to  surrender  them  to  those  who  abuse  them. 

Motion  pictures  supply  a  fine  substitute  for  the 
drama,  and  often  give  values  that  untrained  and  im 
provised  drama  cannot  give.  Recently  I  witnessed 
a  representation  of  Robin  Hood  and  his  merry  men 
in  old  Sherwood  Forest.  The  whole  thing  was  ex 
cellent.  It  gave  one  a  very  definite  and  striking 
notion  of  many  things  that  the  books  present  only 
feebly.  The  outdoor  forest  scenes,  the  wild  life  of 
the  outlaws  of  mediaeval  England,  the  dangers  of 
travel,  the  castle  life  of  the  nobles,  the  task  of  the 
king's  sheriffs,  the  skillful  play  with  the  rude  quarter- 
staff,  and  the  marvelous  skill  of  the  English  archers, 
using  the  famous  long  bow,  were  all  made  very  clear 
and  vivid. 

In  large  schools  or  in  any  place  where  a  considerable 
number  of  persons  may  be  secured  for  the  occasion, 
historical  pageants  have  great  possibilities.  They 
have  a  value  from  their  imposing  proportions  as  well 
as  from  their  particular  features.  One  of  the  finest 
lessons  in  American  history  it  was  ever  my  good 
fortune  to  receive  came  from  a  pageant  in  which  about 
a  thousand  men  and  women  took  part.  Nearly  all 
the  leading  characters  from  Elizabeth's  court  to  the 
wild  borders  of  the  New  World  were  there.  They 


160      HOW  TO  TEACH  AMERICAN  HISTORY 

walked  and  talked  in  the  forms  and  terms  of  truth. 
Nearly  every  State  was  represented,  with  some  of 
its  important  persons  or  some  of  the  most  famous 
events  in  its  history.  The  appeal  to  the  imagination 
through  the  eye  as  well  as  through  the  ear  was  strong 
and  lasting.  The  values  of  the  undertaking  far 
overshadowed  the  slight  tasks  of  preparation.1 

1 A  helpful  book  in  developing  the  dramatic  instinct  in 
classroom  work  is  "Colonial  Plays  for  the  Schoolroom,"  by 
Blanche  Shoemaker;  Educational  Publishing  Co.,  N.  Y. 
Messrs.  Ginn  &  Co.,  Boston,  publish  "Pageants  and  Pageantry," 
by  Bates  and  Orr,  and  "The  Dramatic  Method  of  Teaching," 
by  Finlay-Johnson. 


CHAPTER  XIV 

THE  VISUAL  APPEAL  IN  THE  TEACHING  OF 
HISTORY 

DURING  our  waking  hours  the  eye-gate  is  nearly 
always  open.  With  children  it  is  wide  open.  We 
can  hardly  appreciate  how  much  we  are  continually 
receiving  through  our  eyes  until  there  comes  a  sudden 
breakdown  at  the  electric  "  plant/'  and  darkness 
closes  the  gate  —  this  wondrous  gate  to  the  soul. 

We  hear  the  music  in  the  hedge,  or  at  best  a  mile 
away ;  but  not  only  does  the  eye  show  the  feathered 
singer  near  us,  in  his  beauty  coat,  and  the  mile-away 
procession,  whence  the  distant  music  sounds,  it 
also  reaches  out  to  the  far  mountain  summit  where 
winds  are  turning  trees  to  harps,  and  even  up  to  the 
shining  stars,  each  of  which  perhaps  "  in  his  motion 
like  an  angel  sings  " ;  but  we  cannot  hear  them. 
The  ear  admits  innumerable  guests  that  come  knock 
ing  at  the  door  of  our  understanding ;  but  the  eye 
admits  more  and  entertains  them  longer.  The  eye 
reaches  so  far  and  takes  the  message  so  quickly  that 
a  great  world,  measureless  in  extent  and  infinite  in 
variety,  is  given  to  our  consciousness  every  moment ; 
yet  there  is  no  jumble,  no  confusion :  all  is  in  perfect 
order,  harmony,  and  proportion. 

M  161 


162       HOW  TO  TEACH  AMERICAN  HISTORY 

It  has  been  said  we  remember  one  tenth  of  what 
we  hear,  five  tenths  of  what  we  see,  and  nine  tenths 
of  what  we  do.  This  is  perhaps  a  fair  statement, 
generally  true,  yet  somewhat  misleading.  The  facts 
are  perhaps  not  completely  stated.  For  instance, 
in  estimating  what  we  receive  or  retain  from  what  the 
hand  does,  we  should  take  account  of  the  great  con 
tribution  the  eye  makes  to  the  skill  and  efficiency 
of  the  hand.  In  other  words,  part  of  the  nine  tenths 
of  a  possible  maximum  benefit  credited  to  the  hand 
(the  doing)  should  be  credited  to  the  eye,  under  whose 
guidance  the  hand  works,  and  through  which  we  get 
much  of  the  knowledge  and  memory  treasure  sup 
posedly  acquired  in  the  process  of  doing.  If  we 
doubt  this,  let  us  try  working  with  our  hands  in  the 
dark.  Our  skill  —  even  our  long-practiced  skill  — 
will  miss,  and  we  shall  have  a  very  vague  notion  of 
what  we  really  have  accomplished.  It  seems  difficult 
to  talk  —  even  to  talk  —  well  in  the  dark,  though 
we  may  have  a  beautiful  picture  on  the  screen,  just 
at  the  shadow's  edge. 

"  Seeing  is  believing  "  because  seeing  is  so  gen 
erally  understanding.  When  the  boy  does  not  com 
prehend  your  explanation,  he  says,  "  I  don't  see  it  " ; 
but  "  Now  I  see  it,"  he  exclaims  when  he  gets  your 
point.  The  philosopher  who  said,  "  We  are  slaves 
to  our  eyes,"  must  have  meant  not  only  that  we  are 
largely  dependent  upon  them,  but  also  that  we  most 
readily  and  quickly  follow  them. 


THE  VISUAL  APPEAL  163 

One  reason,  perhaps  the  chief  reason,  why  drama 
makes  such  a  tremendous  appeal  is  because  it  sends 
the  fact  flashing  in  through  the  open  eye-gate.  The 
motion  picture  gains  its  superiority  over  the  ordinary 
sort  for  the  reason  that  it  enables  us  to  see  so  much 
more.  Costume  and  scenery  and  fierce  countenance 
and  corded  muscles  could  add  no  whit  of  effect, 
either  in  drama  or  motion  picture,  if  the  audience 
were  blind.  If  the  audience  were  blind,  the  motion 
picture  would  be  nothing  and  the  drama  would  lose 
more  than  half  its  force. 

My  point,  therefore,  is  simply  this :  Let  the  history 
teacher,  as  well  as  the  art  teacher,  appreciate  the 
open  eye-gate  and  utilize  the  many  facilities  at  hand 
for  keeping  it  thronged  with  the  swift- winged  mes 
sengers  of  beauty  and  truth. 

In  the  textbooks  are  maps  and  pictures  :  they  are 
there  for  a  purpose,  and  in  the  hands  of  a  competent 
teacher  they  have  a  great  value.  Maps  and  pictures 
on  the  walls  of  the  room  are  of  still  greater  value, 
because  they  are  seen  continually  and  attention  may 
so  readily  be  directed  to  them  by  the  teacher's  pointer 
and  pointed  words.  The  relics  and  models  in  the 
school  museum  are  worth  something  as  a  mere  collec 
tion,  but  their  usefulness  may  be  quadrupled  if  the 
teacher  will  bring  them  before  his  class  and  make 
them  illustrate  the  statements  of  the  text. 

Every  school,  large  or  small,  should  have  a'museum. 
In  every  new  building  erected  for  school  use,  an  ap- 


164       HOW  TO  TEACH  AMERICAN  HISTORY 

propriate  room  should  be  provided  for  natural,  scien 
tific,  literary,  artistic,  and  historical  collections.  It 
would  be  better  still  if  every  class  room  were  equipped 
with  cases  and  shelves  for  the  storing  of  particular 
collections.  By  this  arrangement  art  collections 
would  be  in  the  art  room,  literary  collections  in  the 
literature  room,  and  historical  collections  in  the  his 
tory  room,  all  ready  at  hand  when  needed.  In  every 
community  are  many  relics  and  other  objects  which 
are  continually  being  lost  and  broken  up,  but  which 
would  be  really  valuable  in  a  school  museum.  The 
children  of  the  community  should  be  awakened  to 
the  interest  that  centers  about  such  things.  Being 
once  awakened,  and  given  the  opportunity  to  do  so, 
they  will  vie  with  one  another  in  finding  objects  of 
interest  and  bringing  them  in  as  contributions  to 
their  respective  museums.  The  process  of  collection 
will  be  interesting  and  profitable ;  the  further  work 
of  classification  and  labeling  will  give  scientific  train 
ing  to  pupils  and  teacher ;  and  the  profit  from  using 
the  growing  collections  will  increase  through  all  the 
future.1 

Historical  excursions  to  near-by  scenes  and  build 
ings  increase  the  pupil's  interest,  expand  his  intelli 
gence,  and  clarify  his  notions,  because  they  give 
him  so  much  through  the  eye-gate.  If  a  place  cannot 

1  On  pages  48-58,  History  and  Government  Bulletin  No.  2,  of 
the  First  District  Normal  School,  Kirksville,  Mo.,  issued  in  March, 
1914,  will  be  found  a  helpful  article  on  the  history  museum. 


THE  VISUAL  APPEAL  165 

be  visited,  let  the  teacher  draw  a  plan  of  it  on  the 
blackboard,  if  she  is  sufficiently  familiar  with  it  to  do 
so.  The  plan  need  not  be  elaborate,  or  even  accurate 
in  every  particular :  it  will  still  give  a  more  complete 
and  more  accurate  notion  than  will  many  words  with 
nothing  to  see. 

Every  teacher  should  build  up  a  collection  of  draw 
ings,  diagrams,  and  charts  on  sheets  of  paper  large 
enough  to  be  seen  over  the  class  room.  Every  such 
diagram  or  chart  put  in  convenient,  permanent 
form,  will  add  so  much  to  the  teacher's  material 
equipment,  besides  clarifying  and  fixing  his  own 
knowledge  of  the  things  represented.  The  larger 
the  collection  grows,  from  year  to  year,  the  less  time 
will  be  required  in  the  preparation  to  teach  the  things 
thus  portrayed.  Furthermore,  the  economy  of  time 
to  the  teacher  will  be  insignificant  in  comparison 
with  the  saving  of  time  to  the  class.  Permit  the 
citation  of  an  actual  experience  for  illustration.  I 
had  found  that,  as  a  rule,  hardly  one  pupil  in  a  hun 
dred  understood  or  was  able  to  explain  clearly  how 
the  President  and  Vice  President  are  chosen.  And  I 
found  it  necessary  every  year  to  spend  two  or  three 
periods,  of  fifty  minutes  each,  on  as  many  successive 
days,  in  the  effort  to  make  the  process  clear.  Fi 
nally,  a  simple  and  rather  crude  diagram  was  made, 
and  placed  on  the  blackboard  (later  on  a  wall  chart) 
before  the  class.  What  then?  Twenty  minutes 
seemed  worth  as  much  as  two  hours  before.  What 


166      HOW  TO  TEACH  AMERICAN  HISTORY 

made  the  difference  ?  Simply  this  :  There  was  some 
thing  to  see,  and  everybody  saw  it. 

Economy  of  time,  economy  of  energy,  definiteness 
of  notion,  permanence  of  impression  —  these  are 
certainly  values  worth  considering ;  and  these  values 
may  frequently  be  realized  more  fully  by  utilizing 
the  eye-gate  than  by  any  other  means. 

In  story-telling  the  skillful  teacher  will  use  action, 
facial  expression,  this  or  that  object,  or  make  such 
and  such  marks  on  the  blackboard.  She  is  thereby 
heightening  the  effect  of  her  words  and  tone  of  voice. 
In  the  study  of  biography  she  will  show  pictures  of 
the  persons  and  pictures  and  maps  of  the  places  with 
which  the  persons  have  been  associated.  A  vivid, 
orderly  notion  of  the  physical  geography  amid  which 
a  boy  grew  to  manhood  will  give  every  normal  boy 
a  better  notion  of  what  his  hero  was  and  how  he  came 
to  be  thus  or  thus. 

It  is  the  open  eye-gate  that  makes  travel  so  swift 
and  rich  in  its  results.  A  half -hour  in  Independence 
Hall  is  better  than  a  month  of  books  that  tell  about 
it.  You  stand  before  the  cracked  old  liberty  bell, 
and  get  such  a  vision  of  other  days  and  other  scenes 
as  you  have  never  had  before.  Since  it  belonged  to 
remote  years,  you  imagined  a  little  bell  and  a  rather 
feeble  voice ;  but  when  you  see  that  it  is  as  tall  as  a 
man  and  weighs  over  a  ton  you  get  an  enlarged  vision 
of  the  liberty  it  proclaimed  throughout  the  land. 
You  have  read  the  Declaration  of  Independence  and 


THE  VISUAL  APPEAL  167 

the  Articles  of  Confederation  and  the  Federal  Con 
stitution,  and  you  have  read  much  about  them ;  but 
when  you  walk  into  the  East  Room,  the  "  Independ 
ence  Chamber,"  you  experience  a  new  sense  of  reality. 
Here  the  Declaration  was  signed ;  here  the  Articles 
of  Confederation  were  drafted ;  here  the  great  con 
vention  met  in  1787,  and  here  the  Constitution  was 
finally  wrought  out.  In  this  room  Washington  was 
made  commander  of  the  American  army,  and  here  the 
captured  banners  from  Yorktown  were  finally  laid 
down  as  trophies  of  victory.  Yonder  is  the  identical 
table  upon  which  the  Declaration  lay  when  men  took 
their  lives  as  well  as  their  pens  in  hand  to  make  it 
good.  There  are  some  of  the  old  leather-finished 
chairs  in  which  they  sat  and  listened  to  Richard 
Henry  Lee,  John  Hancock,  Franklin,  Madison,  and 
Hamilton.  And  all  around  upon  the  walls  hang 
portraits  —  portraits  of  the  patriots  who  labored 
here  to  build  a  nation,  and  whose  very  spirits  seem 
now  to  come  again  and  charge  us  to  maintain  in  justice 
and  honor  what  they  established  at  so  much  sacrifice. 
It  is  a  dream  of  mine  that  some  day,  sooner  or 
later,  every  normal  school  and  college  in  our  land 
shall  have  for  its  history  department  an  endowment, 
liberal  and  secure,  provided  for  the  specific  purpose 
of  enabling  the  history  classes  to  travel  at  least  three 
months  of  every  year,  under  the  direction  and  in 
struction  of  their  teachers.  A  term  of  history  study, 
connected  with  travel,  will  be  worth  more  than  three 


168       HOW  TO  TEACH  AMERICAN  HISTORY 

terms  in  books  alone.  Geography  may  thus  be  com 
bined  with  history,  and  literature  also,  to  some  ex 
tent.  The  tune  thus  gained  will  make  possible  the  ad 
justment  of  programs  and  render  the  whole  scheme 
entirely  practicable.1 

1  The  Keystone  View  Company,  Meadville,  Pa.,  publish  a 
"Teachers'  Guide"  of  stereographs  and  lantern  slides  suitable 
for  educational  purposes.  A  fine  collection  of  views  for  history 
and  civics  is  offered.  The  "  Little  Phostint  Journeys,"  on  colored 
post  cards,  supplied  by  the  Detroit  Publishing  Company,  are 
very  attractive.  In  this  connection  the  Perry  pictures  will  of 
course  be  thought  of.  The  Mentor  Association,  New  York  City, 
provides  an  excellent  series  of  historical  pictures,  which  are  much 
enhanced  in  value  by  the  well-prepared  historical  sketches 
accompanying  them. 


CHAPTER  XV 

HELPING  THE  PUPIL  TO  STUDY 

PLEASE  observe  the  caption  is  not  "  studying  for 
the  pupil/'  but  "  helping  the  pupil  to  study."  It 
might  very  well  be  "  studying  to  help  the  pupil/' 
or  "  finding  ways  to  help  the  pupil  to  help  himself." 

Either  extreme  —  any  extreme  —  is  almost  in 
evitably  bad.  The  teacher  who  does  or  tries  to  do 
everything  for  the  child,  all  the  time,  is  just  as  bad 
as  the  one  who  never  does  or  tries  to  do  anything  for 
him,  at  any  tune.  In  fact,  neither  one  is  a  teacher. 
The  former  is  an  infant's  nurse ;  the  latter  is  a  guide- 
post  with  the  inscription  rubbed  off.  Every  mean  is 
somewhere  between  the  extremes,  but  not  every  mean 
is  golden.  In  my  opinion,  the  teacher,  especially 
the  teacher  of  young  pupils,  had  better  err  on  the  side 
of  helping  too  much  than  of  helping  too  little. 

In  fact,  it  is  the  teacher's  business  to  help  the  pupil, 
whether  the  latter  is  young  or  old.  Some  so-called 
teachers  do  not  help ;  but  they  are  not,  then,  really 
teachers.  Every  real  teacher  is  a  helper,  a  leader, 
an  inspirer,  a  benefactor.  The  question,  therefore, 
is  not,  "  Shall  I  help  my  pupil?  "  but  "  How  can  I 
help  him  most  and  best?  " 

169 


170       HOW  TO  TEACH  AMERICAN  HISTORY 

No  teacher  can  help  his  pupil  most  by  carrying 
him  when  he  ought  to  walk,  or  by  making  him  so 
dependent  upon  crutches  that  he  never  feels  able  to 
stand  erect  and  strong  upon  his  own  feet.  Teaching, 
good  teaching,  is  like  good  charity.  It  is  a  form  of 
loving  service,  aiming  to  make  every  sane,  healthy 
person  a  self-supporting,  law-maintaining,  society- 
helping  citizen.  Society  comprises  just  two  classes  : 
lifters  and  leaners.  It  is  the  teacher's  business  to  be 
a  lifter,  and  to  help  his  pupils  to  get  into  the  same 
class  as  fast  as  possible. 

Obviously,  one  of  the  best  things  any  teacher  can 
do,  or  may  do,  for  the  average  pupil  is  to  teach  him 
how  to  study  effectively.  Weeks  of  time  are  wasted 
every  year  by  students  in  high  school  and  college, 
not  to  think  of  the  grades,  who  cannot  study,  or  do 
not  study.  I  am  not  speaking  of  the  lazy  loafer. 
Eliminate  him  from  present  consideration.  I  am 
speaking  of  the  earnest  student,  who  is  working 
himself  to  death,  or  thinks  he  is,  without  getting 
much  forward.  He  has  my  sympathy.  He  needs 
help,  and  deserves  it. 

The  main  trouble  is,  so  many  teachers  have 
not  learned  the  art  of  studying.  No  wonder  if  they 
find  teaching  others  how  to  study  difficult.  Little 
wonder  if  they  forget  to  make  the  effort  to  do  so. 
To  master  the  task  may  require  years  of  study  and 
experiment ;  to  indicate  completely  a  course  of  pro 
cedure  might  demand  a  large  volume;  but  let  us 


HELPING  THE  PUPIL  TO  STUDY  171 

briefly  consider  here  a  few  principles  and  methods 
that  may  prove  helpful  to  teacher  or  pupil. 

No  one  can  study  well  without  good  power  of  at 
tention.  Accordingly,  every  student  should  contin 
ually  endeavor  to  strengthen  this  power  in  and  for 
himself.  This  he  may  do  not  only  by  persistently 
controlling  his  own  thought  and  directing  it  accord 
ing  to  his  own  purposes,  but  also  by  insisting  that 
other  persons  respect  the  rights  of  his  spirit  as  well  as 
the  rights  of  his  body.  It  is  no  more  rude  and  unjust 
for  a  fellow  to  break  into  your  room  and  beat  your 
head  with  a  stick  than  it  is  for  him  to  come  rushing 
in,  or  shambling  in,  and  break  up  the  hard-wrought 
fabric  of  thought  that  you  have  been  getting  into 
form  with  infinite  pains,  and  scatter  the  fragments 
far  and  wide.  You  should  not  allow  him  to  do  it. 
Students  must  learn  to  respect  one  another's  study 
rights.  You  have  no  more  right  to  walk  into  your 
neighbor's  study  hour  than  you  have  to  smash  his 
watch ;  and  you  should  be  ready  to  defend  your  own 
study  hour  as  valiantly  as  your  gold. 

Possibly  it  may  be  well  for  advanced  students, 
after  each  one  has  mastered  the  lesson  for  himself, 
to  get  into  a  group  for  discussion;  but  frequently 
such  a  proceeding  is  not  only  a  great  waste  of  time, 
but  also  a  process  that  results  in  making  the  weaker 
members  of  the  group  still  weaker.  These  likely 
come  in  before  they  have  done  anything,  and  go  away 
imagining  they  have  done  something,  when  in  reality 


172       HOW  TO  TEACH  AMERICAN  HISTORY 

they  have  only  listened  to  others  say  something  - 
something  usually  of  less  value  than  the  poorest 
line  of  the  textbook. 

Sooner  or  later  the  pupil  must  learn  to  dig,  to  dig 
for  himself,  and  to  dig  hard  and  long ;  otherwise  he 
can  never  be  a  real  student. 

About  as  bad  as  trying  to  study  in  a  room  full  of 
talkers  is  trying  to  do  it  outdoors,  under  a  fragrant 
tree,  in  early  springtime.  Pupils  do  not  really 
go  outdoors  to  study  books,  at  such  times.  They 
go  to  smell  the  blossoms,  to  hear  the  hum  of  the  bees, 
to  watch  the  quick  flight  of  the  birds,  to  lie  upon  the 
velvety  grass,  to  look  up  into  the  promising  skies, 
and  to  dream  of  things  far  away.  All  this  is  excel 
lent,  in  its  place  and  proportion,  but  it  is  not  serious 
study  in  books.  Even  though  a  thing  is  gold,  do  not 
fool  yourself  by  imagining  that  you  always  need  gold. 
Sometimes  you  need  iron.  If  you  want  to  read  a 
book  without  distraction,  go  where  you  will  see  only 
the  words  on  the  page,  where  you  will  hear  only  the 
thrilling  call  of  flying  thought,  and  where  you  will 
feel  only  the  struggle  of  your  own  soul  to  follow  the 
call. 

Dry  and  deadening  textbooks  are  often  a  serious 
impediment  to  study ;  and  the  teacher  can  help  the 
pupil  very  much  by  throwing  such  books  away. 
There  is  no  sufficient  reason  why  any  textbook  should 
be  dull  and  dry.  Nature  is  beautiful  with  color  and 
form,  with  adaptation  and  harmony,  clad  with  flowers 


HELPING  THE  PUPIL  TO  STUDY  173 

while  ribbed  with  granite.  No  book  can  truly  and 
adequately  portray  nature  without  a  beauty-painting 
power.  Truth  is  interesting  and  simple  always, 
when  clearly  seen.  A  book  that  makes  truth  clear 
is  bound  to  be  simple  and  interesting.  Obscurity 
may  be  profundity,  but  it  is  the  profundity  of  shadow. 
There  is  no  need  for  an  author  to  be  boring  in  order  to 
be  accurate.  And  there  is  no  need  for  a  boy  or  a 
girl  to  be  bored  and  disgusted  with  a  dull  book  of 
history,  for  nowadays  there  are  plenty  of  books,  accu 
rate  as  any,  that  will  stir  the  very  soul  of  youth. 

There  are,  of  course,  a  few  things  worse  than  a  dull 
textbook.  One  of  them  is  an  occasional  soul  of 
youth  that  will  not  be  stirred.  Such  a  person  is  like 
powder  that  is  not  the  least  disturbed  by  the  touch 
of  fire.  But  there  are  only  a  few  so  bad  as  that. 
Most  can  be  stirred,  but  it  takes  much  patient  effort 
in  many  cases  to  make  the  fiery  touch.  Dozens 
of  our  rising  citizens  can  read  Antony's  speech  over 
Caesar  without  twitching  a  nerve  or  changing  a  tone. 
As  many  more  can  read  what  John  Richard  Green 
says  about  Joan  of  Arc,  or  even  sing  the  "  Star- 
Spangled  Banner/'  with  the  same  Olympian  calm. 

But  is  it  "  Olympian  "  calm?  I  doubt  it.  I  fear 
it  is,  in  plain  terms,  that  sort  of  deadness  that  Scott 
suggested  with  so  much  unwillingness  in  the  lines,  — 

"Breathes  there  a  man  with  soul  so  dead, 
Who  never  to  himself  hath  said, 
'This  is  my  own,  my  native  land'  ?" 


174       HOW  TO  TEACH  AMERICAN  HISTORY 

What  accounts  for  such  deadness  on  the  part  of 
occasional  young  Americans  of  fair  average  intelli 
gence?  Is  it  indifference?  Hardly.  Is  it  an  af 
fected  cynicism  ?  Not  often.  Is  it  a  blase  egotism  ? 
Let  us  hope  not. 

In  my  opinion  it  may  be  explained  by  what  I  shall 
call,  for  want  of  a  better  phrase,  "  innocency  of 
words. "  To  them  words  have  little  meaning.  In 
their  memories  many  words  are  like  distant  friends 
of  long  ago.  In  their  imaginations  words  do  not 
leap  into  life  and  rush  up  with  a  life  and  death 
message.  In  their  thought  words  are  not  things, 
vital  and  concrete,  to  be  seen  and  felt,  shaking  the 
world. 

Doubtless  it  is  chiefly  the  business  of  the  teacher 
of  reading  to  get  the  pupil  to  understand  and  appre 
ciate  words,  to  visualize  a  sentence  or  a  page,  and  to 
enter  into  the  fellowship  of  silent  thought  with  a 
feeling  of  kinship  and  even  of  ecstasy;  but  the 
teacher  of  history,  as  well  as  the  teacher  of  mathe 
matics,  is  a  continual  witness  of  the  disaster  that  a 
lack  of  such  power  brings,  and  is  forced  to  the  con 
clusion  that  he  and  every  other  teacher  must  help 
to  awaken  this  power. 

How  shall  this  power  be  awakened  ?  Undoubtedly, 
the  teacher  that  succeeds  in  taking  away  this  "  in 
nocency  of  words  "  by  making  the  pupil  see  and  feel 
what  the  printed  page  really  tells  will  do  more  than 
all  others  to  help  the  pupil  to  study. 


HELPING  THE  PUPIL  TO  STUDY  175 

Somewhere  at  a  handy  place  in  your  history  note 
book  there  should  be  a  straight  column  of  carefully 
written  words.  Those  words  were  put  there  one  at 
a  time,  as  you  found  them  in  your  history  lessons 
day  by  day.  When  you  wrote  them  down  you  did  not 
know  their  meanings,  but  now  you  know,  because  you 
have  written  the  proper  statement  as  to  meaning  or 
meanings  after  each  one.  You  have  carried  this 
process  on  so  long  that  it  has  become  a  second  nature 
to  you.  You  could  not  be  satisfied  not  to  do  it.  To 
pass  over  an  unfamiliar  word  without  nailing  it  would 
keep  you  from  sleep  at  night.  You  are  positively  rest 
less  until  you  know  what  a  strange  word  signifies. 
It  would  be  just  as  impossible  for  you  to  be  satisfied 
about  an  urgent  message  you  had  failed  to  deliver, 
or  not  to  keep  groping  after  the  name  of  an  old  friend 
who  passed  you  on  the  street  until  you  grasp  it,  as  it 
would  be  for  you  to  slur  lazily  over  an  unknown  word 
in  your  reading.  In  short,  you  have  the  dictionary 
habit.  It  has  become  inveterate  with  you.  If  you 
can  make  the  habit  contagious,  and  give  it  to  that 
pupil  of  yours,  it  will  gradually  get  him  into  a  new 
world.  His  innocence  as  to  common  words  is  hold 
ing  him  back  from  man's  estate. 

I  believe  that  many  pupils  waste  time  by  reading 
too  fast.  More  exactly,  they  lose  values  by  trying 
to  read  too  fast.  Naturally  some  persons  read  faster 
than  others,  just  as  some  think  faster  and  talk  faster  ; 
but  when  a  student,  particularly  an  immature  stu- 


176       HOW  TO  TEACH  AMERICAN  HISTORY 

dent,  races  over  thirty  or  forty  pages  in  an  hour  the 
chances  are  that  he  is  not  studying  well.  He  may 
intend  to  go  over  it  again ;  but  if  he  does  go  over  it 
a  second  time,  or  even  a  third  time,  he  will  almost 
certainly  do  it  as  superficially  as  he  did  it  the  first 
time.  One  thorough,  thoughtful  reading  would  prob 
ably  enable  him  to  understand  more  and  to  remem 
ber  more  than  two  or  three  flying  chances.  So  far  as 
the  values  in  careful  habits  are  concerned,  there  can 
hardly  be  any  question.  The  chances  are  that  the 
boy  who  reads  twenty  pages  an  hour  is  a  better  stu 
dent  than  the  one  who  reads  thirty  in  the  same  time. 

Whatever  stimulates  the  imagination  or  touches 
the  feeling  or  broadens  experience  of  life  quickens 
appreciation  of  words  and  helps  the  reader  to  visual 
ize  his  page.  Poetry,  fiction,  and  drama  may  all  be 
used  to  good  effect.  There  is  nothing,  however,  like 
real  life.  Real  life  cannot  always  be  had  to  order, 
upon  call;  yet  a  rich  and  varied  experience  on  the 
part  of  the  teacher  may  in  some  measure  be  trans 
mitted  to  the  pupil.  It  will  help  him  to  live  as  he 
reads. 

The  dictionary  habit,  cultivating  imagination  and 
feeling,  treasuring  and  utilizing  rich  experiences, 
reading  slowly  and  filling  out  the  statement  with  your 
own  thought :  these  are  some  of  the  things  that  will 
make  the  printed  page  a  busy  highway  of  life, 
thronged  with  friends  we  long  have  known  as  well  as 
with  strangers  whose  graces  soon  give  us  pleasure. 


HELPING  THE  PUPIL  TO  STUDY  177 

The  student  must  learn  to  discriminate  as  he  reads. 
Not  all  persons  who  appear  in  the  narrative,  not  all 
topics  mentioned  in  the  discussion,  not  all  dates  re 
corded  here  and  there  are  of  equal  importance.  The 
reader  of  history  who  takes  everything  at  the  same 
value,  and  makes  a  uniform  effort  to  remember  every 
body  and  everything  and  every  time  and  every  place, 
may  be  an  earnest  plodder,  but  he  is  not  a  good  stu 
dent.  The  teacher  should,  of  course,  give  special 
and  definite  aid  to  the  pupil  in  the  effort  to  develop 
the  power  of  intelligent  discrimination.  A  plan  like 
this  is  simple  and  helpful.  You  have  just  assigned 
the  lesson  for  to-morrow :  Chapter  XIX,  let  us  say, 
in  Nida's  The  Dawn  of  American  History  in  Europe. 
You  say  to  the  class  :  — 

"  In  this  chapter  you  will  find  the  names  of  four 
famous  men.  All  of  them  did  some  great  deeds ;  but 
two  of  them  did  such  deeds  because  they  couldn't 
help  doing  them,  while  the  other  two  did  them  be 
cause  they  wished  to  do  them.  As  you  find  these 
men  and  see  what  they  did,  try  to  group  them  as  I 
have  indicated.  All  four  are  famous  men :  decide 
for  yourselves  whether  all  were  great  men  or  not.  I 
shall  ask  for  opinions  at  the  close  of  the  lesson  to 
morrow." 

As  teacher  you  should  also  help  the  pupils  to  dis 
tinguish  between  generals  and  particulars.  The 
poor  student  often  flounders  about  in  hopeless  con 
fusion,  amid  a  multitude  of  incidents,  failing  to  see 


178       HOW  TO  TEACH  AMERICAN  HISTORY 

that  they  merely  come  in  to  explain  or  illustrate  the 
main  statement,  which  he  perhaps  overlooks  alto 
gether.  Take,  for  example,  the  particular  chapter 
just  referred  to  above.  Either  first  or  last  you  might 
say  to  the  class  :  — 

"  Please  notice  the  real  subject  of  this  chapter: 
what  is  it?7' 

Among  a  variety  of  answers  you  would  probably 
get' the  correct  one:  "  The  winning  of  English  lib 
erty."  Having  written  this  on  the  blackboard,  in 
large  letters,  you  might  continue :  — 

"  Do  you  see  how  nearly  all  the  particular  incidents 
recorded  in  the  chapter  go  to  show  this  one  thing? 
The  signing  of  the  Great  Charter,  the  demands  of 
the  Great  Council  under  the  Great  Charter,  the  high 
handed  measures  of  Simon  of  Montfort,  the  sum 
moning  of  the  knights  to  sit  with  the  bishops  and 
barons,  the  making  of  the  Model  Parliament,  are  all 
steps  in  the  same  process ;  so  I  write  them  down  here 
under  the  main  topic,  a  little  further  to  the  right, 
and  in  a  smaller  hand.  It  will  help  you  very  much  to 
see  that  we  are  not  studying  about  a  half  dozen  great 
subjects  here,  but  just  one ;  and  that  the  half  dozen 
particular  things,  though  of  great  importance,  are 
really  given  to  make  the  one  thing  clear.  Always 
try  to  find  the  main  subject,  and  then  notice  how 
other  things  take  rise  from  it  or  come  up  and  lean 
against  it." 

Along  with  discrimination,  analysis,  and  subordi- 


HELPING  THE  PUPIL  TO  STUDY  179 

nation  of  details  go  naturally  classification  and  asso 
ciation.  We  set  things  of  the  same  class  together 
in  thought,  even  though  they  were  actually  separated 
by  ages  and  hemispheres.  We  may  associate  many 
things  helpfully,  even  though  they  may  not  be  much 
alike. 

It  should  not  be  necessary  in  this  full  year  of  grace 
to  say  that  history  lessons  should  not  be  committed 
to  memory,  word  for  word.  This  is  not  saying  that 
memory  is  an  unimportant  factor  in  education.  It 
is  fundamental.  Neither  is  it  saying  that  once  in 
a  while  some  fine  passage  may  not  be  learned  or  re 
cited  verbatim.  What  I  mean  is  simply  this  :  It  is 
usually  much  better  for  the  student  to  make  the 
author's  thought  his  own  thought,  and  thus  remem 
ber  the  facts  in  his  own  words.  Expression  in  his 
own  words  will  then  be  natural  and  easy. 

Once  in  a  while  the  teacher  may  read  over  a  lesson 
with  the  class  in  advance,  to  enrich  their  own  subse 
quent  reading.  Frequently  he  may  give  much  aid  by 
suggesting  certain  points  of  lookout  —  high  points  of 
observation  —  whence  the  field  may  be  seen  to  special 
advantage.  A  word  of  suggestion  in  advance  is  often 
worth  more  than  a  long  talk  after  the  matter  is  old. 

When  all  teachers  become  real  students  —  when 
they  study  the  pupil  as  well  as  the  facts  and  forces 
of  human  knowledge,  and  come  to  understand  the 
processes  by  which  the  student  may  comprehend 
these  facts  and  forces  —  then  all  teachers  will  become 


180       HOW  TO  TEACH  AMERICAN  HISTORY 

real  helpers.  Then  every  history  teacher  will  be  a 
benefactor  to  society,  and  every  normal  citizen  will 
become  an  appreciative,  life-long  student  of  history. 

SUMMARY 

1.  Introduction 

(1)  It  is  the  teacher's  business  to  help  the  pupil. 

(2)  The  question  is  "How?" 

(3)  Teaching  the  art  of  studying  is  one  of  the  best 

ways. 

(4)  Many  teachers  themselves  need  to  learn  the  art. 

2.  Development 

(1)  The  student  must  have  power  of  attention. 
a.   He  must  develop  this  power  in  himself  ; 

6.   He  must  demand  from  others  a  respect  for 
his  study  rights. 

(2)  Studying  in  groups  is  of  doubtful  value. 

(3)  The  student  must  be  able  to  dig.     Digging  is  an 

individual  process. 

(4)  Studying  outdoors  is  of  doubtful  value. 

(5)  The  teacher  may  help  the  pupil  by  throwing  away 

dry  and  deadening  textbooks. 

(6)  The  teacher  must  try  to  fire  up  the  dead  pupil. 

(7)  "Innocency  of  words"  is  a  prevalent  condition 

of  soul  deadness. 

(8)  This  innocency  must  give  way  to   visualizing 

power  through 
a.   The  dictionary  habit  ; 
6.   The  cultivation  of  imagination  and  feeling ; 

c.  The  utilizing  of  life  experiences ; 

d.  Slow  reading  and  quick  thinking. 


HELPING  THE  PUPIL  TO  STUDY  181 

(9)  The  student  must  learn  to  appreciate  differences 
of  value  —  to  discriminate  —  in  his  reading 
and  study. 

(10)  He  must  also  get  into  the  habit  of  seizing  upon 

the  few  essential,  general  facts,  and  seeing 
how  the  many  particulars  serve  merely  the 
purpose  of  explanation  and  illustration. 

(11)  He  must  learn  to  recognize  the  people  and  the 

things  that  are  alike :  thus  he  will  be  able 
to  reduce  them  all  to  a  few  classes. 

(12)  Association  of  things  related,  similar,  or  contem 

porary  is  helpful  and  interesting. 

(13)  Study  should  register  itself  in  memory,  but  in  the 

student's  own  words  and  phrases  rather  than 
in  those  of  the  author. 

(14)  A  preview,  judiciously  directed  by  the  teacher,  is 

often  better  than  a  review. 
3.   Conclusion 

When  all  teachers  become  real  helpers,  all  citizens  will 
become  real  students. 

NOTE  1.  The  analytical  outline,  or  summary,  given^  above  is  in 
tended  not  only  to  aid  the  pupil  in  getting  the  gist  of  this  chapter, 
but  also  to  suggest  and  illustrate  what  may  be  done  by  the  pupil 
himself  with  the  other  chapters  of  this  book  and  with  other 
books.  Making  such  analyses  will  do  much  to  develop  study 
power. 

NOTE  2.  The  following  books  will  be  found  helpful  in  connec 
tion  with  the  subject  of  this  chapter :  Earhart's  "Teaching  Chil 
dren  to  Study  "  ;  Houghton  Mifflin  Co.,  Boston ;  and  McMurry's 
"How  to  Study  and  Teaching  How  to  Study  "  ;  published  by  the 
same  house. 


CHAPTER  XVI 

THE  DYNAMICS  OF  HISTORY-TEACHING 

IN  the  world  of  matter  a  dynamo  stands  for  power 
and  a  source  of  power.  It  converts  mechanical  en 
ergy  into  electrical  energy,  or  vice  versa,  by  means  of 
magnetic  induction.  It  is  capable  of  serving  either 
as  a  generator  or  as  a  motor. 

Without  attempting  to  carry  parallels  too  far,  let 
us  consider  a  few  that  are  obvious.  In  the  world  of 
spirit  a  dynamo  is  a  person  of  power,  or  a  combination 
of  active  powers  in  a  person.  Such  a  person  converts 
intellectual  energy  into  moral  energy,  or  vice  versa,  by 
means  of  magnetic  induction.  A  human  dynamo  is 
capable  of  serving  either  as  a  generator  or  as  a  motor. 
As  a  matter  of  fact,  every  dynamic  person  is  likely 
to  be  both  a  generator  and  a  motor. 

Every  teacher  should  be  a  human  dynamo.  Every 
schoolroom  should  be  a  magnetic  field.  Every  pupil 
that  enters  that  magnetic  field  should  feel  the  thrill 
of  transmitted  energy,  and  in  due  time  have  within 
himself  the  activities  that  generate  and  the  powers 
that  move. 

It  matters  little  what  you  call  this  power :  the 
essential  thing  is  for  you  to  have  it  and  to  communi- 

182 


THE  DYNAMICS  183 

cate  it.  Call  it,  if  you  please,  magnetic  personality ; 
call  it  moral  force;  call  it  human  interest;  call  it 
soul  power ;  call  it  the  gift  to  inspire ;  call  it  uncon 
scious  intuition ;  call  it  the  ability  to  arouse  interest 
and  ambition ;  but  try  to  get  it  and  try  to  exert  it. 

One  day,  nearly  a  century  ago,  in  a  little  Virginia 
town,  a  boy  stood  before  a  teacher.  The  boy  was 
poor ;  he  was  ignorant ;  he  was  meanly  clad.  But 
he  had  in  his  soul  some  divine  fire.  That  teacher 
stirred  the  fire.  That  seems  to  have  been  about  all 
he  did,  for  he  saw  the  boy  only  two  or  three  times. 
But,  for  his  part,  that  was  enough.  In  the  years  that 
followed  the  uncouth  boy  became  a  great  scholar,  a 
great  teacher,  a  master  of  many  arts,  a  master  of 
thought,  a  light  in  literature.  His  name,  Joseph 
Salyards,  has  been  a  household  word  in  northern 
Virginia  for  two  generations. 

How  can  we  account  for  this  remarkable  transfor 
mation?  Salyards  himself  gave  the  explanation 
when,  as  an  old  man,  full  of  years  and  honors,  he 
wrote  to  his  old  teacher.  He  said,  "  You  inspired 


me." 


There  is  telling,  there  is  teaching,  there  is  touching. 
I  am  speaking  now  of  touching.  Those  persons  who 
stand  in  schoolrooms  and  talk,  while  all  the  time  their 
thoughts  and  desires  and  interests  are  outside,  are 
mere  tellers.  They  might  be  replaced  with  phono 
graphs  without  serious  loss.  Those  persons  who 
bring  some  light  into  schoolrooms,  but  go  away  leav- 


184       HOW  TO  TEACH  AMERICAN  HISTORY 

ing  them  still  cold,  are  perhaps  teachers.  They  in 
form  their  pupils  with  facts,  they  let  in  the  light  to 
that  degree,  but  the  source  of  light  never  gets  near 
enough,  somehow,  to  fire  the  child's  soul.  His  deep 
est  feelings,  his  strongest  energies,  are  not  aroused. 
But  that  man,  that  woman,  whose  soul  speaks  a 
language  that  the  child's  soul  answers  to  is  a  toucher. 
And  the  toucher  is,  after  all,  the  real  teacher.  The 
power  to  touch  is  the  supreme  test  of  the  teacher. 
Socrates  and  Jesus  and  all  great  teachers  have  done 
their  greatest  work  and  exerted  their  most  far-reach 
ing  influence  through  their  heart-touching  power. 

A  few  years  ago  I  listened  to  an  address  delivered 
before  a  large  educational  gathering  by  my  friend, 
Professor  Edwin  Minis,  of  Vanderbilt  University. 
His  subject  was  "  Mechanics  and  Dynamics  in  Edu 
cation.  "  It  seemed  to  me  then,  it  has  seemed  to 
me  ever  since,  that  he  brought  two  great  worlds  of 
truth  into  balance  in  those  two  terms,  as  he  defined 
them:  mechanics  and  dynamics.  Comprehended 
under  mechanics  are  buildings,  systems,  schedules, 
materials,  equipment;  concentrated  under  dynam 
ics  we  find  the  inspiring  personality  of  the  teacher, 
the  vital  and  moving  interests  of  the  subjects  taught, 
and  the  unconquerable  spirit  of  high  aim  and  achieve 
ment  in  the  pupil. 

Professor  Minis  himself  is  one  of  the  finest  examples 
of  pedagogical  dynamics  personally  incarnated  that 
it  has  been  my  privilege  to  know.  It  is  always  a 


THE  DYNAMICS  185 

privilege  to  know  a  dynamic  teacher.  If  there  was 
good  foundation  for  the  fancy  that  pictured  a  log  with 
a  boy  on  one  end  of  it  as  a  university,  because  Mark 
Hopkins  was  made  to  sit  at  the  other  end,  then  verily 
Mark  Hopkins  must  have  been  a  dynamic  teacher. 
His  teaching  would  doubtless  have  driven  that  boy 
to  the  ends  of  the  earth,  if  necessary,  to  find  what  his 
spirit  craved. 

The  greatest  teacher  it  has  ever  been  my  privilege 
to  know  was  Dr.  Noah  Knowles  Davis,  for  many 
years  professor  of  moral  philosophy  at  the  University 
of  Virginia.  He  embodied  a  number  of  notable 
qualities  :  knowledge  of  facts,  wide  experience  of  life, 
the  gift  of  making  abstruse  things  concrete  and  simple, 
and  a  marked  facility  in  apt  illustration ;  but  I  be 
lieve  that  most  of  his  old  pupils  will  agree  with  me 
when  I  say  that  his  greatest  power  was  that  inde 
finable  thing  we  call  personality.  It  was  apparently 
made  up  in  his  case  of  a  fierce,  unflinching  justice, 
balanced  by  the  keenest  sympathy;  unerring  logic, 
balanced  by  unfailing  poetry ;  scientific  reserve  and 
caution,  balanced  by  a  terrible  earnestness,  a  burning 
enthusiasm.  He  taught  his  young  men  great  truth, 
but  the  flaming  touch  of  his  great  spirit  drove  them 
forth  to  find  greater  truth.1 

1  Reference  may  appropriately  be  made  here  to  the  following 
addresses,  printed  in  the  N.  E.  A.  Proceedings  of  1908,  pp. 
108-128:  "The  Personal  Touch  in  Teaching,"  by  A.  F. 
West ;  and  "The  Personal  Power  of  the  Teacher  in  Public  School 
Work,"  by  W.  H.  Maxwell. 


186       HOW  TO  TEACH  AMERICAN  HISTORY 

For  the  history  teacher  mechanics  may  include  a 
place  of  work,  the  schoolroom,  let  us  say ;  historical 
maps,  books  of  history,  pictures,  relics,  and  a  graded 
course  of  study.  Dynamics  would  be  the  moving 
forces  of  human  interest,  gathered  from  the  human 
race,  that  drive  the  souls  of  teacher  and  pupil  forward 
along  the  ways  of  light  and  life. 

What,  now,  for  me,  if  I  am  a  teacher  of  history,  is 
"  starting  the  dynamo  "  ? 

It  is  getting  the  pupil  intelligently  interested  in 
history.  It  is  getting  him  vitally  interested,  so  that 
in  due  time  he  will  generate  interest  for  himself,  and 
will  not  need  to  be  led  on  by  another.  It  is  getting 
him  interested  in  human  life,  through  history,  so  that 
he  will  thereby  enter  into  fellowship  with  the  race  in 
all  of  its  normal  aims  and  activities.  It  is  giving  him 
such  an  undying  ambition  to  be  somebody  of  worth, 
and  to  do  something  worth  while,  that  he  will  never 
be  content  in  idleness  or  in  selfishness,  but  will  strive 
as  a  man  to  contribute  his  due  portion  to  the  welfare 
of  society. 

In  the  next  place,  how  is  the  dynamo  to  be  started  ? 

Whether  it  is  started  or  not  will  depend  in  a  meas 
ure  on  what  the  teacher  knows ;  in  greater  measure, 
on  what  she  can  do ;  in  greatest  measure,  on  what 
she  is. 

Skillful  adaptation  of  topics,  of  books,  of  construc 
tion  work,  and  attractive  presentation  of  men,  women, 
and  children  in  story  and  in  biography  will  be  almost 


THE  DYNAMICS  187 

certain  to  win  the  child's  attention  and  develop  his 
liking  for  such  work  and  such  acquaintances.  Such 
a  liking  on  his  part  is  the  birth  of  interest,  and  is  a 
guarantee  of  his  further  effort  in  continual  seeking 
and  acquiring. 

Liking,  interest,  enthusiasm,  are  more  readily 
caught  than  taught.  How  fortunate  it  is  that  vir 
tues  and  graces  are  just  as  contagious  as  vices  and 
diseases  !  Accordingly,  the  teacher  of  history,  of 
anything,  needs  not  only  knowledge  of  his  subject 
and  skill  in  imparting  the  facts  of  that  subject,  in 
cluding  the  ability  to  direct  study,  but  he  also  needs 
enthusiasm  in  his  subject,  a  spirit  of  happy  conta 
gion.  He  must  himself  find  delight  in  doing  what 
he  asks  the  pupil  to  do. 

The  teacher  that  arouses  in  his  pupil  a  deep  and 
abiding  interest  in  history  succeeds  in  the  most  vital 
point,  in  whatever  else  he  may  fail ;  on  the  other 
hand,  the  teacher  that  provokes  in  his  pupil  a  dislike 
for  the  subject  fails  in  the  worst  way,  even  though 
he  fix  a  thousand  facts.  If  history  were  something 
to  be  passed  off  and  then  cast  off,  it  might  not  be  so ; 
but  history  portrays  and  interprets  life,  and  is  needed 
for  life  in  every  generation. 

Does  any  one  inquire,  Why  has  this  chapter  been 
held  back  until  now?  or,  Why  was  it  not  put  first? 
Let  answer  be  made  :  The  need  of  arousing  the  pupil's 
interest  has  been  indicated  repeatedly  in  preceding 
chapters,  but  the  subject  has  been  reserved  for  special 


188       HOW  TO  TEACH  AMERICAN  HISTORY 

treatment  here  for  two  reasons.  First,  it  is  hoped 
that  here  some  accumulated  notions  may  add  empha 
sis  to  what  is  deemed  of  so  much  importance.  Sec 
ond,  it  is  about  the  end  of  the  grades  or  the  beginning 
of  the  high  school  that  the  interests  of  the  child  must 
expand  into  the  interests  of  the  youth.  Somewhere 
here  are  dawns  of  great  awakening.  Somewhere 
here  is  a  mystic  borderland,  fringed  with  fancies, 
haunted  more  or  less  with  phantoms,  but  lighted 
day  and  night  with  fair,  far  visions,  in  which  the 
stars  of  hope  kiss  all  the  hills  of  promise.  These  are 
dynamic  days.  Impulses  and  aims  do  here  take 
deep  hold  of  life. 


CHAPTER  XVII 

WHY  SOME  PUPILS  DISLIKE  HISTORY 

IT  is  true,  we  all  know,  that  some  pupils  do  not  like 
history.  When  it  is  true,  the  matter  presents  rather 
serious  problems  in  every  case.  It  means  that  both 
teacher  and  pupil  are  going  to  encounter  unnecessary 
difficulties.  It  may  mean  discouragement  and  failure 
to  both.  At  the  very  best,  so  long  as  the  pupil  does 
not  like  history  he  is  not  going  to  study  it  with 
avidity  or  appreciation.  He  may  have  to  be  driven 
to  it  to  study  it  at  all,  and  this  may  mean  that  he 
will  be  driven  away  from  it  with  an  everlasting  dis 
like,  if  not  disgust.  All  this  means  vital  loss  to  the 
pupil.  As  for  the  teacher,  it  means  failure  in  some 
degree.  At  the  least,  it  increases  her  work  and  mul 
tiplies  her  difficulties  and  discouragements. 

It  is  certainly  worth  while,  then,  to  find  out  if  we 
can  why  some  pupils  dislike  history,  especially  if  by 
doing  so  we  can  in  any  measure  cure  their  dislike  or, 
much  better  still,  prevent  it. 

To  find  out  the  truth  of  the  matter,  I  have  been 
able  to  think  of  no  better  way  than  asking  the  pupils 
themselves.  Accordingly,  I  have  made  a  special 
canvass  for  several  years  past,  and  have  interrogated 

189 


190       HOW  TO  TEACH  AMERICAN  HISTORY 

hundreds  of  different  students,  from  various  parts 
of  the  country,  on  this  particular  point  and  related 
matters. 

I  have  asked  them  these  questions :  — 
"  Do  you  like  history,  or  do  you  not  like  it?  " 
"  If  you  like  it,  why  do  you  like  it?  " 
"  If  you  do  not  like  it,  why  not?  " 
Here  are  some  of  the  most  significant  answers  given 
by  those  who  said  they  did  not  like  history : — 
"  I  did  not  find  it  interesting." 
"  I  had  never  seen  any  historical  places." 
"  I  did  not  know  why  I  was  studying  it." 
"  My  teacher  did  not  like  it." 
"  I  was  entered  too  high." 
"  I  was  given  a  book  too  hard  for  me." 
When  a  large  number  said  that  they  did  not  find 
history  interesting,  they  perhaps  really  said  about 
this  :   "  I  did  not  like  history  because  I  did  not  like 
it."     But  the  sad  fact  still  remains  that  they  did  not 
like  it.     Moreover,  a  number  of  them  gave  some 
master-keys  to  the  situation.     For  example,  one  said, 
"  It  was  not  interesting  —  the  teacher  merely  heard 
the  lesson."     Another  said,  "  My  teacher  just  taught 
me  facts  and  dates,  without  any  stories  or  interesting 
things."     Another,  "  It  was  presented  to  me  in  a 
very  difficult  form."     Another,  "  The  teacher  did 
not  make  it  interesting."     And  so  on.     Is  there  not 
a  secret  here  revealed?    Whisper  it  softly:    The 
main  fault  lay  with  the  teacher ! 


WHY  SOME  PUPILS  DISLIKE  HISTORY       191 

This  disclosure  may  be  rather  crushing  to  the 
teacher's  pride ;  but  after  all  is  not  the  situation 
fortunate?  Is  it  not  much  better  to  find  that  the 
trouble  is  due  to  a  temporary  aberration  in  a  few 
teachers  than  to  find  it  due  to  a  constitutional  defect 
in  the  pupils?  Certainly  it  is  easier  to  reach  the 
intelligent  teacher,  who  is  anxious  to  solve  the  prob 
lem,  than  it  is  to  reach  the  unthinking  pupil,  who 
frequently  does  not  care  whether  he  likes  history  or 
not.  Moreover,  if  the  fault  be  in  the  teacher,  reach 
ing  the  teacher  effectively  will  cure  the  ills  for  all 
concerned.  Curing  the  teacher  is  healing  the  nation. 

When  so  many  different  persons,  without  any 
chance  for  malicious  collusion,  say  the  same  thing 
and  thus  agree  that  it  was  the  teacher's  failure  when 
history  was  not  interesting,  it  behooves  the  earnest 
teacher  to  be  patient  and  listen.  Thus  may  he 
profit.  Can  we  wonder  that  when  the  teacher 
merely  "  hears  the  lesson,"  or  presents  facts  in  a 
difficult  form,  or  requires  the  pupil  to  memorize  one 
section  after  another,  or  brings  in  "  only  what  is  in 
the  book,"  or  does  not  like  history  himself,  the  pupil 
should  find  the  subject  lacking  attractiveness  and 
interest?  Under  such  conditions  it  would  be  a 
wonder,  indeed,  if  the  boy  or  girl  did  like  history. 

But  please  observe  that  all  these  unfortunate 
conditions  are  things  for  which  the  teacher  is  re 
sponsible,  and  which  he  can  change  for  the  better  if 
he  will. 


192       HOW  TO  TEACH  AMERICAN  HISTORY 

But  may  we  not  blame  the  parents  if  the  boy  is 
"  entered  too  high  "?  or  censure  the  school  board  or 
the  state  department  if  the  textbook  is  too  hard  and 
dry?  Perhaps,  a  little.  But  after  all,  my  fellow 
teacher,  you  and  I  are  still  guilty.  If  the  child  is 
put  into  this  or  that  grade,  or  this  or  that  class, 
when  he  ought  to  be  in  a  lower  place,  you  and  I  have 
had  something  to  do  with  it.  If  the  book  is  too  hard 
for  him,  we  cannot  justify  ourselves  by  saying  the 
state  has  done  it,  or  the  local  board  has  done  it,  and 
I  cannot  help  it.  It  is  the  teacher's  business  to 
help  just  such  things,  among  many  others.  If  the 
boy  and  the  book  do  not  fit  together,  let  us  hold  the 
boy  back  a  little,  or  hold  the  book  back  a  little.  If 
we  cannot  do  either,  let  us  make  the  book  easy  for 
him,  or  hold  him  responsible  at  first  for  only  the  easier 
parts  of  it. 

A  short  time  ago  I  had  a  very  interesting  con 
ference  with  a  young  lady  who  told  me  that  in  her 
childhood  she  had  "  just  hated  history. "  The  main 
trouble,  she  thought,  was  with  the  textbook  that 
had  been  forced  into  her  hands.  "  It  was  too  hard 
for  me,"  she  said ;  "I  could  not  understand  it,  and 
of  course  I  could  not  get  interested  in  it.  I  have 
only  recently  overcome  my  dislike  for  history,  and 
I  have  just  within  the  last  few  days  come  to  take  a 
real  pleasure  in  that  old  book  which  (along  with  my 
teacher)  I  blame  for  my  childhood  troubles  with 
history." 


WHY  SOME  PUPILS  DISLIKE  HISTORY       193 

"  I  am  glad,"  said  I,  "  that  you  have  at  last  been 
able  to  use  that  old  book  with  pleasure.  May  I  ask 
what  use  you  have  been  making  of  it  ?  ': 

Said  she,  "  I  have  been  cutting  it  up  and  using 
the  pictures  in  my  notebook." 

Poor  teachers  and  dry,  misfit  books !  Here  are 
the  two  chief  reasons  for  uninterested  pupils.  The 
former  reason  is  personal  and  responsible.  It  must 
shoulder  the  latter. 

Fortunately  there  are  in  history  so  many  forces 
that  thrillingly  appeal  to  the  human  mind  and  heart 
that  both  the  reasons  just  mentioned,  a  poor  teacher 
and  a  juiceless  or  misfit  textbook,  are  usually  re 
quired  in  combination  to  kill  out  the  spirit  and  in 
terest  of  the  normal  boy  or  girl.  Fortunately,  again, 
it  does  not  often  happen  that  these  two  evils  are 
found  in  company ;  but  by  a  saving  mercy  of  Prov 
idence  the  combination  usually  encountered  is 
this :  Good  book  plus  bad  teacher ;  or  this :  Bad 
book  plus  good  teacher.  Accordingly,  a  guilty 
pedagogue  is  often  overshadowed  and  partly  re 
deemed  by  a  good  textbook;  and  sometimes  an 
otherwise  impossible  book  is  recreated  and  made 
interesting  by  a  good  teacher. 

Happily,  another  ground  of  hope  is  found  here. 
I  have  ascertained,  from  a  number  of  cases  investi 
gated,  that,  although  the  child's  dislike  for  history 
sometimes  lasts  through  life,  it  is  generally  possible 
for  the  unfortunate  pupil  to  displace  in  later  years 


194       HOW  TO  TEACH  AMERICAN  HISTORY 

his  early  indifference  or  aversion  with  a  real  and 
permanent  interest.  This  desirable  change  of  atti 
tude  may  usually  be  hastened  by  a  better  teacher, 
who  unfolds  skillfully  the  wonderful  human  kindness 
of  history  to  the  quickening  and  awakening  spirit 
of  youth.  I  believe  that  only  a  very  few  cases  of 
dislike  for  history  are  altogether  incurable.  In 
these  few  it  is  the  abnormalities  of  the  patient 
rather  than  the  unskill  of  the  doctor  or  the  inefficacy 
of  the  remedies  that  block  the  way.  So  much  for  the 
teacher's  consolation. 

Having  enumerated  in  the  beginning  of  this  chapter 
some  of  the  things  that  cause  pupils  to  dislike  history, 
things  to  be  avoided  by  the  teacher,  let  us  catalogue 
now  some  of  the  things  that  have  been  credited  with 
an  effect  in  arousing  interest  in  and  liking  for  the 
subject.  Here  are  a  few.  They  all  have  been  men 
tioned  specifically  by  large  numbers  of  students. 

"  I  love  humanity,  and  hence  am  interested  in 
things  that  people  have  done  and  are  doing." 

"  I  was  blessed  with  a  better  teacher." 

"It  is  a  beautiful  subject.  It  brings  before  us 
noble  men  and  women,  engaged  in  noble  and  wonder 
ful  work." 

"  The  teacher  was  interested  and  made  it  inter 
esting  to  me." 

"  It  is  related  to  literature." 

"  It  helps  to  explain  and  appreciate  our  present 
civil  and  social  conditions." 

"  It  incites  to  noble  effort." 


I 


WHY  SOME  PUPILS  DISLIKE  HISTORY       195 

"  It  is  real  life." 

"  It  shows  that  the  right  usually  triumphs  in  the 
long  run." 

For  students  in  normal  schools  the  following  state 
ments  are  of  special  interest  and  significance :  — 

"  The  interest  of  my  own  pupils  has  stimulated 
my  interest." 

"  I  see  the  part  history  plays  in  education." 

"  It  furnishes  me  with  illustrations." 

"  I  am  interested  in  history  because  I  wish  to  be 
able  to  teach  history  successfully." 

It  is  suggested  to  the  student  and  teacher  that 
there  is  an  intimate  relation  between  the  matter 
of  this  chapter,  particularly  the  latter  part  of  it, 
and  Chapter  XVI.  History  itself  is  a  subject  of 
vital  and  comprehensive  interests.  The  normal 
boy  and  girl,  the  earnest  man  and  woman,  will 
naturally  respond  to  these  interests  when  they  feel 
in  any  appreciable  measure  their  essence  and  force. 
With  so  many  good  books  as  we  have  now  from  which 
to  choose,  it  would  seem  that  almost  any  teacher  of 
fair  equipment  and  average  power  ought  to  be  able 
to  lead  the  pupil  around  and  past  the  bogs  of  dis 
like  into  the  fair  lands  of  historical  light  and  promise. 
The  best  way  to  avoid  dislike  is  to  keep  so  busy 
over  the  attractive  things  that  the  child  will  never 
know  that  anybody  ever  was  discouraged  over  his 
tory.  When  he  becomes  a  man  he  will  put  away 
childish  things,  but  he  will  not  put  away  history. 


CHAPTER  XVIII 

WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS 

SOME  pupils  fail  through  their  own  faults ;  some, 
through  the  faults  of  their  teachers. 

When  pupils  fail  through  the  errors  of  their 
teachers  the  latter  are  probably  guilty  of  one  or 
more  of  the  following  faults :  (1)  Premature  pro 
motion  ;  (2)  poor  or  inadequate  teaching ;  (3)  im 
possible  examination  questions ;  (4)  bad  wording 
of  questions ;  or,  (5)  unreasonable  grading  of  answers. 

Frequently  pupils  are  promoted  to  a  grade  or 
admitted  to  a  school  upon  too  little  preparation. 
This  is  perhaps  generally  the  fault  of  the  teacher 
below,  but  it  often  spells  failure  for  the  teacher  (as 
well  as  the  pupil)  above.  Poor  teaching  means 
"  poor  teacher  "  ;  but  inadequate  teaching  may  be 
done  by  a  good  teacher  if  the  pupil's  preparation 
be  deficient  or  the  time  allowed  for  the  course  of 
instruction  be  too  short.  Too  many  things  at 
tempted  and  too  little  time  in  school  are  responsible 
for  most  of  the  present-day  failures  in  American 
education.  Impossible  examination  questions  are 
sometimes  given,  and  answers  are  occasionally 
graded  with  unreasonableness.  The  explanation  for 

196 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     197 

this  usually  is  that  the  teacher  is  young,  or  without 
experience,  or  has  so  little  common  sense  as  to  try 
to  get  college  work  from  grammar-grade  students. 
Bad  wording  of  questions  is  a  frequent  fault,  not 
peculiar  to  any  grade  or  rank.  From  the  kinder 
garten  to  the  university,  occasional  knots  in  the 
teacher's  English  present  stumblingblocks  to  the 
pupil's  reason. 

Teachers,  of  course,  ease  their  consciences  upon 
the  assumption  that  most  pupils  who  fail  on  examina 
tions  do  so  because  of  their  own  faults  or  deficiencies. 
Perhaps  this  is  true.  At  any  rate,  various  lacks 
and  confusions  on  the  pupil's  part  are  certainly 
factors  in  the  result  in  many  instances.  Some  of 
these  lacks  and  confusions  may  be  stated  as  follows : 

1.  Lack  of  native  ability. 

2.  Lack  of  knowledge. 

3.  Confusion  of  knowledge. 

4.  Unfortunate  and  unfamiliar  similarities. 

5.  "  Innocency  of  words." 

6.  Indiscriminate  reading  —  lack  of  attention  to 
detail  —  a  phase  of  the  "  American  habit." 

1.  Some  pupils  fail  simply  because  they  do  not 
have  the  native  ability  to  do  exacting  mental  work.  — 
I  do  not  refer  to  the  so-called  defectives,  but  to  those 
students  who,  to  all  general  appearances,  are  up  to 
the  average  in  intellectual  capacity,  but  who  habit 
ually  fall  somewhat  below  in  every  test.  There  are 
always  a  few  such  in  every  school ;  and  they,  of 


198       HOW  TO  TEACH  AMERICAN  HISTORY 

course,  have  great  difficulty  in  doing  the  work  that 
is  easy  to  the  brilliant  student  and  generally  possible 
to  the  normal  student. 

2.  Obviously,  outright  lack  of  knowledge  is  the 
common  misfortune  of  the  pupils  who  fail.  —  Lack 
of  knowledge  is  indicated  by  blank  spaces  upon  the 
examination  paper,   by   the   frank   confession,    "  I 
don't  know,"  or  by  an  answer  like  the  following :  — 

"  The  purpose  of  the  Omnibus  Bill  was  to  keep 
foreigners  out  of  our  land ;  author  Braddock." 

The  pupil  who  gave  this  answer  was  a  hard  student, 
and  not  a  "  defective  "  by  any  means ;  but  she  simply 
did  not  know  the  facts.  Apparently,  however,  she 
thought  that  she  knew  the  facts.  She  did  know  some 
facts,  but  they  were  much  confused. 

3.  Confusion    of   knowledge.  —  This,    I   believe, 
is  more  frequently  the  cause  of  poor  answers  than 
sheer  lack  of  knowledge.     Confusion  of  facts  may, 
indeed,  be  reduced  to  lack  of  knowledge;    but  un 
der  this  head  I  wish  to  leave  "  blanks  "  out  of  con 
sideration  and  call  attention  to  answers  that  have 
some  sense  mixed  with  a  good  deal  of  nonsense. 
All  the  examples  given  in  this  chapter  are  real  cases 
that  have  come  under  my  own  personal  notice.    All 
of  them  but  one  have  been  found  upon  papers  col 
lected  in  my  own  classes  during  a  period  of  about 
fifteen  years. 

Here  are  some  examples  of  answers  that  show  some 
knowledge  of  facts,  but  indicate  that  the  things  known 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     199 

were  almost  as  worthless  as  if  they  had  been  entirely 
unknown,  being  involved  in  hopeless  confusions :  — 

1.  "St.  Augustine,  Florida,  is  the  oldest  city  in  the 
world." 

2.  "John  Randolph  was  the  father  of  Pocahontas." 

3.  "James  Hargreaves,  in  1767,  invented  the  Spinning 
Jenny.     He  got  his  idea  from  a  machine  called  a  mule. 
The  name  Jenny  is  suggested  by  the  mule." 

4.  "The  Charter  Oak  was  in  North  Carolina.     The 
settlers  had  left,  and  when  they  returned  they  only  found 
the  word  'Croatan'  on  this  oak." 

5.  "A  party  platform  is  a  place  where  the  men  get 
together  and  decide  by  a  number  of  votes  who  will  serve 
best  in  office  of  any  kind." 

6.  "Robert  Bruce  was  the  head  leader  in  the  rebellion 
for  Whales  independence." 

7.  "Byzantine  Empire  was  the  most  important  part 
of  Europe.     Byzan  was  their  leader." 

8.  "The  first  group  of  Indians  were  on  the  east  coast, 
the  second  up  around  the  Great  Lakes,  and  the  third, 
who  were  in  the  west,  called  themselves  the  Totems." 

9.  "Islam  was  a  young  girl  who,  at  the  age  of  18, 
married  Philip.     He  married  her  for  her  property.     The 
next  day  he  wanted  a  divorce.     Her  people  objected  and 
appealed  to  the  Pope.     It  was  never  known  why  he  dis 
liked  her.     He  treated  her  very  cruelly." 

Please  remember  that  these  answers  were  not  given 
by  "  defectives,"  but  by  young  persons  of  fair  in 
telligence.  They  were  not  incapable,  but  merely 
confused  as  to  facts. 


200       HOW  TO  TEACH  AMERICAN  HISTORY 

A  field  of  frequent  confusion  is  discovered  in  the 
realm  of  biography,  when  an  attempt  is  made  to  fix 
identities  and  names.  For  example,  when  a  class 
in  American  history  was  asked  to  write  in  a  column 
the  names  of  ten  Federal  generals,  and  opposite  it 
a  similar  list  of  Confederate  generals,  "  Gates " 
and  "  Sheridan  "  were  written  in  the  latter  column. 
In  the  lists  on  other  papers  were  confusions  just  as 
remarkable. 

If  the  cases  I  have  cited  were  without  parallels, 
they  ought  not  to  be  given  at  all.  If  I  alone  had 
found  such  answers  to  my  questions,  the  thing  for 
me  to  do  would  be  to  look  only  to  my  own  errors. 
It  would  mean  that  I  am  a  poor  teacher,  and  nothing 
more.  But  it  means  something  more  because  other 
teachers  find  the  same  sort  of  confusions  upon  the 
papers  they  receive  from  their  pupils.  Because  such 
confusions  are  common,  and  could  be  duplicated 
in  kind  many  times  over  in  nearly  every  school,  they 
have  a  general  interest  for  teachers,  and  perhaps 
have  a  rather  far-reaching  significance  in  present-day 
education.1 

As  already  remarked  in  the  beginning  of  Chapter 
X,  history  is  one  of  the  subjects  that  seem  to  present 
special  difficulties.  Why  is  it  that  so  many  pupils 

1  A  recent  investigation  conducted  by  H.  W.  Craven  in  the 
schools  of  Seattle,  Washington,  revealed  conditions  that  were 
surprising,  and  which  would  be  fairly  suggested  by  the  examples 
given  above.  Conditions  in  Seattle  were  probably  typical  of 
those  in  many  other  places. 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     201 

fail  in  history  —  even  in  the  history  of  their  own 
country? 

First,  there  are  many  poor  teachers  of  history 
in  our  land.  It  has  been  a  common  error  to  suppose 
that  almost  anybody  will  do  to  teach  history.  Con 
sequently,  many  persons  even  now  trying  to  teach 
history  have  no  special  qualifications  for  the  task, 
and  have  had  no  adequate  training  for  it. 

Second,  history  is  not  an  easy  little  subject,  as 
many  people  suppose.  It  is  a  great  subject,  as  big 
as  the  world,  as  old  as  the  race,  as  varied  as  the 
nations,  as  comprehensive  as  life.  It  is  a  subject 
of  four  dimensions,  if  you  please. 

Third,  the  need  of  thorough  and  accurate  knowl 
edge  of  history  has  not  been  sufficiently  recognized, 
not  to  say  emphasized,  by  our  school  authorities 
and  the  public  in  general.  It  is  assumed  that  arith 
metic,  algebra,  physics  or  chemistry,  French  or 
Latin,  and  other  subjects,  must  be  studied ;  and  then 
it  is  possibly  conceded  that  history  may  be  studied 
if  there  is  a  place  for  it. 

Fourth,  insufficient  time  is  allowed  for  thorough 
work  in  the  schools.  This  is  the  main  reason  why 
pupils  lack  knowledge  of  history,  and  why  the  facts 
they  have  laid  hold  upon  are  so  often  in  such  hope 
less  confusion.  It  takes  a  long  time  to  learn  history. 
To  learn  history  one  must  learn  geography  —  be 
come  familiar  with  many  places,  here  and  there, 
separated  by  wide  distances.  To  learn  history 


202       HOW  TO  TEACH  AMERICAN  HISTORY 

one  must  learn  biography  —  get  well  acquainted 
with  a  large  number  of  men  and  women,  living  at 
different  places,  hi  different  times,  and  engaged  in 
different  enterprises.  To  learn  history  one  must 
study  out  the  causes,  characters,  and  consequences 
of  numerous  events,  varying  in  nature,  interest,  and 
importance.  And  to  learn  history  one  must  grasp 
the  ever  changing  and  ever  moving  front  of  time, 
and  fix  the  dates  of  many  important  events  that 
seem  scattered  with  provoking  elusiveness  over  the 
long  centuries. 

Recognizing  these  facts,  which  are  self-evident 
and  indisputable,  and  considering  the  crowded 
curricula  of  our  schools  and  the  desperate  rush  that 
is  continually  on  to  "  get  through  "  with  it  all  and 
rush  into  something  else,  can  we  wonder  any  more 
why  pupils  do  not  have  a  more  complete  and  orderly 
knowledge  of  history? 

The  cardinal  sin  of  American  education  to-day  is 
the  overcrowding  of  curricula.  Some  so-called 
educators  are  trying  to  cut  the  school  life  down,  and 
make  it  a  year  or  two  shorter ;  others  are  trying  to 
put  in  more  subjects ;  pupils  are  trying  to  graduate 
"  with  their  classes  " ;  teachers  are  trying  to  push 
them  through  on  schedule  time;  great  truths  are 
being  "  smattered  "  and  nerves  are  being  shattered. 
It  is  time  the  current  were  setting  the  other  way. 
Nature  made  the  school  life  of  man  some  twenty 
years  or  more.  Man  himself  is  trying  to  cut  down 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     203 

the  time  and  crowd  into  the  task  of  study  many 
more  things  than  nature  ever  dreamed  of.  In  cut 
ting  down  school  life  we  are  cutting  down  life.  We  are 
making  a  nation  of  incapables  by  trying  to  do  too 
many  things  in  the  time  at  our  disposal,  which  is 
short  at  the  most.  We  can  as  easily  grow  an  oak 
in  full  strength,  proportion,  and  beauty  in  twenty 
years  as  we  can  educate  a  man  adequately  in  ten  or 
fifteen.  Education  is  largely  a  process  of  growth. 
For  growth  —  whether  in  an  oak  or  a  man  —  time, 
much  time,  is  necessary. 

If  history  is  not  worth  the  time  necessary  to  master 
it,  let  us  throw  it  out  of  the  curriculum,  and  thus 
gain  time  for  other  subjects  that  are  worth  while. 
Not  mastered,  it  is  not  of  full  value ;  to  master  it 
the  average  pupil  needs  more  time  than  he  is  fre 
quently  allowed.  If  there  is  nothing  else  to  do, 
let  us  throw  out  of  American  schools  all  history  but 
American  history;  but  if  we  are  going  to  study 
history  at  all,  let  us  take  a  fair  chance  for  mastering 
at  least  a  small  field  of  it.  Let  us  give  the  pupil 
a  fair  chance  to  learn  the  facts,  to  get  them  into 
their  right  places  and  right  relations,  and  to  become 
so  familiar  with  them  that  they  can  be  used  without 
confusion. 

4.    Unfortunate     and     unfamiliar     similarities.  - 
In  many  cases  a  pupil's  confusion  regarding  persons, 
places,  and  incidents  in  history  is  led  into  greater 
mazes  by  some  unlucky  suggestion  in  the  examina- 


204       HOW  TO  TEACH  AMERICAN  HISTORY 

tion  question.     Here  are  some  illustrations  of  this 
sort  of  thing :  — 

1.  "  South  Carolina  was  seceded  to  the  Union  in  I860." 

Herein   is   an   evident   confusion  of   "  seceded " 
with  "  ceded.'7 

2.  "In  1844  the  Morris  telegraph  was  invented." 

In  this  we  see  a  confusion  of  the  unfamiliar  name 
"  Morse  "  with  the  more  familiar  name  "  Morris." 

3.  "The  Spanish  Main  was  blown  up  in  Havana  harbor 
by  the  Spaniards." 

The  confusion  here  is  obvious. 

4.  "Wampum  is  something  like  a  wigwam." 

5.  "A  trust  is  an  organization  supposed  to  be  entirely 
reliable  in  every  way." 

6.  "In  1692  Benjamin  Franklin  discovered  that  light 
ning  was  electricity  worked  by  friction." 

The  foregoing  was  an  answer  given  to  the  question : 
"  What  of  witchcraft  in  1692?  " 

7.  "George  Calvert  was  the  founder  of  the  Calvinists." 

8.  "Sulla  was  a  great  general  and  leader  of  the  nobles 
during  the  strife  between  the  Plebeians  and  the  Patri 
archs." 

9.  "We  should  see  the  seven  hills  upon  which  Rome  is 
built,  the  Palatine,  Aventine,   Quirinal,   etc.;    also  the 
Appian  Way,  one  of  the  main  thoroughfares.     Famous 
buildings  seen  would  be  the  Parthenon,  temple  to  all  the 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     205 

gods,  Circus  Maximus,  the  temple  to  the  goddess  Athene, 
etc." 

Pupils  frequently  confuse  the  Parthenon  and  the 
Pantheon. 

10.  "  George  Mason  helped  to  draw  up  the  boundary 
line  between  Dixie  and  Mason." 

11.  "  Wat  Tylor  was  a  great  historian." 

The  pupil  who  wrote  this  answer  probably  lived 
near  Williamsburg,  Virginia. 

12.  "  John  Hampten :  a  great  minister  in  the  Hampten 
Court  Conference." 

Mt.  Vernon  was  put  in  Vermont  probably  because 
of  the  suggestion  contained  in  "  Ver  " ;  Vicksburg 
in  "  Mass."  because  of  the  clutch  that  "  Miss." 
had  once  made;  and  for  some  such  reasons,  too, 
many  pupils  have  said  that  Mt.  Vernon  was  Washing 
ton's  birthplace. 

In  a  certain  book  it  is  stated  that  the  bishops 
who  refused  to  acknowledge  Elizabeth's  supremacy 
in  the  church  lost  their  sees.  Unlucky  suggestion 
made  a  young  lady  who  was  asked  to  explain  the 
statement  say,  "  They  lost  their  eyes." 

A  particular  thing  that  almost  invariably  gives 
trouble  is  "  strict  "  and  "  loose  "  construction.  It 
is  so  natural  to  associate  "  strictness  "  with  strength 
in  the  Federal  authority  that  the  average  pupil  will 
aver  that  the  strict  constructionists  wanted  to  give 


206       HOW  TO  TEACH  AMERICAN  HISTORY 

all  the  power  possible  to  the  national  government, 
and  that  the  loose  constructionists  wanted  a  weak 
national  government. 

Sometimes  these  unlucky  confusions  blossom  into 
real  wit  —  innocent  wit,  no  doubt.  For  example, 
one  pupil  wrote :  "  A  protective  tariff  is  a  tax 
on  incomes. "  Another  said,  "  General  Bee  was 
a  general  who  made  a  bee  line  to  Boston  to 
aid  Washington."  Of  course  it  was  a  young 
lady  who  wrote  of  the  Concord  Hymn  as  the 
"  Conquered  Him."  "  What  was  the  Sherman 
Act  ?  "  was  answered  thus :  "  Marching  through 
Georgia."  l 

5.  "  Innocency  of  words."  —  Herein  we  find  a 
prolific  cause  of  failure  on  examinations  —  and  on 
everything  else.  When  a  pupil  writes  "  Jackson's 
policy  of  civil  service  was  that  no  one  should  go 
into  the  war  who  had  not  good  health  and  was 
trained,"  we  sigh  in  real  despair  and  exclaim,  "  What 
innocency !  "  Such  childlike  (or  childish)  simplicity 
regarding  the  meaning  of  common  words  in  our 
mother  tongue  is  indeed  painful.  It  might  be  amus 
ing  if  it  were  found  in  only  a  few  cases;  but  it 
appears  so  often  that  it  is  really  distressing.  Here 
are  other  examples :  — 

1  The  last  example  appeared  on  a  history  paper  that  I  received 
in  the  summer  of  1910.  Shortly  afterward  it  gained  rather 
wide  currency  through  the  "funny  page  "  of  a  popular  magazine. 
I  was  not  responsible  for  the  publicity  given  it  at  that  time. 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     207 

1.  "  Charlemagne  was  the  founder  of  the  Dooms  day 
book." 

2.  "A  noted  French  discoverer  was  Champlain  who 
founded  Lake  Champlain." 

3.  "The  tobacco  rebellion  was  when  they  brought  it 
from  England  and  over  here  and  showed  the  people  over 
here  how  to  raise  tobacco." 

4.  "The  Erie  Canal  was  discovered  in  1765." 

Innocency  of  words  usually  means  poverty  of 
ideas.  For  example,  notice  how  a  single  adjective 
seems  to  fill  the  world  for  the  pupil  who,  to  a  question 
regarding  the  character  of  certain  kings,  writes  thus :  — 

"Charles  I  was  a  good  king. 

"  Charles  II  was  a  good  king. 

"  John  was  not  a  good  king. 

"  Alfred  was  a  good  king. 

"  Alfred  II  was  not  a  very  good  king. 

"  Edward  I  was  a  good  king." 

Innocency  of  words  and  poverty  of  ideas  frequently 
seize  upon  the  phraseology  of  the  question  in  the  vain 
effort  to  express  themselves.  That  is  to  say,  the 
pupil,  in  his  attempt  at  an  answer,  merely  says  over 
what  the  teacher  has  said  in  the  question  itself,  and 
complacently  imagines  that  he  has  answered  the 
question,  or  at  least  said  something.  Here  is  an 
example. 

Question:  "Show  definitely  why  it  is  necessary  for 
the  teacher  of  history  to  be  familiar  with  the  subject 
matter  in  order  to  be  skillful  in  method." 


208      HOW  TO  TEACH  AMERICAN  HISTORY 

Answer:  "The  teacher  must  be  familiar  with  subject 
matter  in  order  to  teach  history  successfully." 

This  is  an  actual  case,  and  the  answer  is  more  or 
less  typical  of  a  large  class.  It  is  such  fatal  innocency 
as  this  that  enables  the  pupil  to  say  over  the  words 
of  his  lesson  without  seeing  what  they  mean ;  to 
listen  to  the  teacher  in  the  class  room  without  under 
standing  what  he  says ;  and  to  write  answers  ( ?)  to 
examination  questions  without  knowing  that  he  has 
said  practically  nothing  or  something  that  is  absurd 
upon  its  own  face. 

6.  Indiscriminate  reading.  —  By  indiscriminate 
reading  I  mean  reading  without  marking  meanings 
and  differences.  Beginning  in  the  first  grade,  and 
continuing  therefrom,  the  child  naturally  endeavors 
to  read  with  thoughtfulness  and  understanding ;  and 
his  teachers  all  along  the  line  should  be  able  to 
strengthen  his  effort  in  this  respect.  To  read  prop 
erly  is  to  interpret  speech  and  to  lay  hold  of  the 
treasures  others  would  give  us.  Even  in  the  first 
grade,  imagination  and  thought  may  be  quickened 
and  developed  in  the  reading  process;  and  if  the 
child  reaches  the  grammar  school  without  being  able 
to  see  wondrous  forms  and  vital  relationships  through 
printed  words,  his  teachers  must  be  charged  with 
incompetence  or  negligence.  But  placing  the  re 
sponsibility  upon  them  will  not  relieve  him  of  the 
resulting  handicap. 

This  indiscriminate  reading,   such  as  too  often 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     209 

handicaps  the  pupil  in  the  upper  grades  and  in  the 
high  school,  is  due  to  poor  training  and  bad  habit 
rather  than  to  deficient  intelligence.  Lack  of  at 
tention  to  detail  is  a  phase  of  the  American  habit 
of  haste  and  halfwayness.  It  is  this  habit  that 
breaks  up  our  nerves  and  robs  us  of  many  an  excel 
lence.  We  do  not  fully  appreciate  the  fact  that  the 
difference  between  mediocrity  and  excellence  con 
sists  only  of  small  points  —  of  slight  touches.  We 
try  to  grasp  things  wholesale  rather  than  in  detail. 
We  learn  to  read  and  spell  on  words  and  sen 
tences,  and  get  blind  spots  for  letters  and  commas. 
We  buy  a  coat  without  trying  the  buttons,  and  a 
house  without  inspecting  the  locks  and  latches.  We 
gulp  a  book  a  page  at  a  time;  we  guess  the  con 
tents  of  the  newspaper  from  the  headlines;  we 
estimate  a  man's  consequence  by  the  size  of  his 
automobile;  we  build  a  tower  without  testing  the 
foundation ;  we  try  to  lift  society  without  touching 
the  individual. 

The  boy  in  school  has  caught  the  fashion.  He 
sweeps  his  glance  over  the  examination  question 
as  a  whole,  and  misses  altogether  or  fails  to  mark 
the  crucial  words.  He  dashes  down  an  answer, 
never  taking  the  pains  to  see  whether  it  will  fit  the 
question  or  not.  He  must  hurry  on  to  the  next. 

Innocency  of  words  and  indiscriminate  reading 
are  of  course  intimately  related,  but  a  distinction 
may  be  made.  In  the  former  the  pupil  does  not  know 


210       HOW  TO  TEACH  AMERICAN  HISTORY 

what  the  words  mean ;  in  the  latter  he  does  not  take 
the  pains  to  note  carefully  the  meanings  that  might 
be  plain  to  him. 

"  What  are  you  hauling?  "  I  said  one  day  to  a 
little  boy  with  red  cheeks  and  a  new  express  wagon. 
He  replied,  "  Out  at  de  Normal  School,"  and  seemed 
well  pleased  with  himself. 

"  Who  was  John  Marshall?  "  I  wrote  on  the  black 
board  the  next  day,  in  giving  a  quiz  to  the  history 
class ;  and  this  is  what  a  young  lady  wrote  in  answer : 
"  John  Marshall  was  born  at  Germantown,  in  1755. 
He  was  educated  at  home  until  he  began  studying 
law." 

The  little  boy  was  an  indiscriminate  hearer.  He 
either  misunderstood  the  question,  or  failed  to 
perceive  that  "  what  "  cannot  be  answered  as  if  it 
were  "  where."  The  young  lady  was  an  indis 
criminate  reader.  She  did  not  see  that  "  who  " 
does  not  call  for  place,  time,  or  process.  Such 
words  as  "what,"  "who,"  "where,"  "when," 
"  why,"  and  "  how  "  are  like  index  fingers,  pointing 
the  mind  to  highways  of  thought ;  but  many  a  pupil 
passes  them  heedlessly.  It  is  as  if  he  should  walk 
into  a  strange  city  without  noting  or  heeding  the 
street  names,  the  door  numbers,  the  motorman's 
gong,  or  the  policeman's  signal. 

What  are  some  of  the  lessons  from  all  these  things 
for  the  teacher  and  the  school  official,  as  well  as  for 
the  pupil? 


WHY  SOME  PUPILS  FAIL  ON  EXAMINATIONS     211 

1.  The  pupil  needs  more  time  for  the  mastery  of 
history. 

2.  The  appreciative  understanding  of  English  is 
necessary  to  the  successful  study  of  history  or  any 
thing  else  in  which  the  pupil  must  get  many  facts 
from  books. 

3.  The  pupil  must  be  taught  to  observe  carefully 
and  to  pay  due  regard  to  detail.     Careless  reading 
or  slipshod  statements,  either  in  speech  or  in  writing, 
should  not  be  tolerated. 

4.  The  teacher  should  take  special  pains  to  dis 
tinguish  names  and  terms  that  are  so  much  alike 
as  to  lead  readily  to  confusion. 

5.  If  the  examination  is  counted  as  a  vital  factor 
in  determining  the  pupil's  standing,  he  should  be 
given  training  in  the  answering  of  such  questions  as 
he  will  have  to  answer  on  examination,  in  order  that 
some  of  his  bad  habits  may  be  corrected  against 
the  fateful  day.     And  he  needs  practice  in  written 
expression.     If  he  is  required  to  give  only  oral  an 
swers  during  the  term,  he  can  hardly  be  expected  to 
do  himself  justice  in  a  written  test  at  the  end  of  the 
term.1 

1  In  the  History  Teacher's  Magazine,  November,  1913,  is  an 
interesting  article  by  Edgar  Dawson  entitled,  "Mortality  in 
History  Examinations  and  its  Causes." 


CHAPTER  XIX 

MAKING  AND  USING  HISTORY  QUESTIONS 

EVERY  teacher  of  history  "will  of  course  use  ques 
tions,  and  should  use  many  of  them,  oral  and 
written.  The  intelligent  child,  if  interested,  will 
ask  questions,  ad  infinitum;  and  he  in  turn  should 
be  called  upon  to  answer  a  great  many,  even  from 
the  first  grade.  The  teacher  aims  at  impression, 
through  stories,  pictures,  objects,  and  exemplary 
action ;  but  he  must  also  demand  expression,  through 
the  retelling  of  stories,  the  making  of  pictures  and 
objects,  imitative  and  imaginative  action,  and 
through  the  frequent  answering  of  questions. 

Beginning  in  the  last  grades  or  in  the  high  school, 
the  teacher  may  gradually  adopt  the  lecture  in  place 
of  the  story,  and  use  that  predominantly  in  the  col 
lege,  the  normal  school,  and  the  university.  In 
parallel  procedure,  the  pupil  may  gradually  cease 
his  deliberate  echoing  of  the  teacher's  voice  in  song 
and  story,  and  try  instead  to  speak  of  and  for  him 
self  in  oral  and  written  reports,  in  formal  essays, 
and  in  debates ;  but  all  the  way  through,  even  to 
the  last  examination  for  the  Doctor's  degree,  the 
world  of  the  teacher  and  the  student  is  full  of  ques- 

212 


MAKING  AND  USING  HISTORY  QUESTIONS     213 

tions,  questions,  questions,  uttered  and  unuttered, 
answered  and  unanswered. 

' '  Where  ?  "  is  the  question  of  geography ;  ' '  When  ? ' ' 
is  the  question  of  chronology;  "Who?"  is  the 
question  of  biography  and  genealogy;  "What?" 
is  the  question  of  chemistry  and  literature ;  "  How  ?" 
is  the  question  of  sociology  as  well  as  of  mathematics 
and  mechanics;  "Why?"  is  the  question  of  phi 
losophy;  "Whence?"  and  "Whither?"  are  the 
questions  of  biology  and  religion ;  but  history  needs 
them  all. 

"Where?"  leads  us  to  the  place  of  wondrous 
story;  "  When?  "  ascertains  the  year  and  the  day 
of  the  great  event ;  "  Who?  "  points  to  every  noble 
man  and  woman  in  every  age;  "What?"  seeks 
knowledge  of  every  vital  relation  and  every  notable 
deed;  "How?"  observes  processes  and  searches 
for  the  secrets  of  mastery  and  skill;  "Why?" 
demands  a  reason  for  every  thought  and  act; 
"  Whence?  "  seeks  for  origins  and  beginnings;  and 
"  Whither?  "  has  regard  to  tendency  and  destiny. 

The  history  teacher,  in  the  instruction  and  ex 
amination  of  his  classes,  may  put  his  questions  in 
speech  or  in  writing;  but  naturally  most  of  them 
will  be  oral,  especially  in  the  elementary  schools. 
All  questions  should  be  stated  clearly  and  as  concisely 
as  possible ;  and  in  oral  work  a  constant  effort 
should  be  made  to  have  them  definite,  pointed,  and 
brief.  When  a  question  is  written  down  the  pupil 


214       HOW  TO  TEACH  AMERICAN  HISTORY 

can  usually  take  as  much  time  as  may  be  necessary 
to  look  it  over ;  but  when  it  comes  flying  upon  the 
wings  of  the  wind,  and  has  to  be  caught  upon  the 
senses  and  held  in  memory  while  the  same  powers 
and  others  are  searching  the  world  for  an  answer, 
it  should,  in  the  interests  of  mercy  as  well  as  of 
pedagogy,  be  stated  in  a  few  words  that  have  a  dis 
tinct  meaning. 

In  order  to  set  forth  certain  qualities  in  questions, 
some  good,  some  bad,  a  number  of  examples  are 
herewith  presented.  All  these  examples  have  been 
copied,  word  for  word,  from  standard  textbooks  on 
United  States  history. 

Here  are  several  that  certainly  are  embarrassing 
by  reason  of  their  length  :  — 

"What  has  entitled  Marquette,  Joliet,  and  La  Salle 
to  their  fame  and  to  the  gratitude,  not  only  of  French 
Canadians,  but  of  all  Americans?" 

"How  did  Benjamin  Franklin  try  to  create  a  common 
interest  and  responsibility  in  all  the  colonies  in  this  big 
land  quarrel?" 

"What  were  some  of  the  results  for  good  and  for  evil 
arising  from  the  indirect  relations  becoming  prevalent 
between  employers  and  laborers?" 

If  these  questions  were  used  only  in  written  or 
printed  form,  to  be  answered  in  writing,  they  might 
be  tolerable ;  but  if  they  are  for  oral  use,  they  are 
certainly  not  good.  They  may  properly  be  termed 
"  cumbersome."  To  cumber  is  to  burden,  to  hamper. 


MAKING  AND  USING  HISTORY  QUESTIONS     215 

The  very  size  and  involved  character  of  these  ques 
tions  would  cumber  the  student  while  he  is  groping 
and  struggling  for  an  answer.  If  fast  on  paper,  they 
are  bad  enough ;  if  fired  out  orally  by  a  nervous 
teacher,  they  are  altogether  impossible  to  the  average 
pupil.  They  should  be  split  or  chopped  into  thinner 
or  shorter  pieces,  and  the  pieces  well  pointed. 

The  temptation  to  fire  a  double-barrel  gun  or  a 
repeating  rifle  seems  often  too  much  for  the  teacher ; 
and  so  we  are  annihilated  by  such  fusillades  as  the 
above  or  cut  in  two  by  such  chain-shot  as  the 
following :  — 

"What  is  said  of  the  life  in  cities  and  on  plantations?" 
"Name  the  two  cities  most  active  in  carrying  on  trade 
between  Europe  and  the  Far  East,  and  tell  how  this 
traffic  was  threatened  in  the  fourteenth  century." 

"What  were  the  platform  and  candidates  of  the  Republi 
cans  in  1884?" 

Each  of  these  questions  should  be  dissected  and 
reconstructed.  As  to  the  first,  one  certainly  would 
think  that  life  in  cities  is  worth  a  question  for  itself 
alone.  The  answer,  to  be  at  all  satisfactory,  would 
necessarily  be  rather  long.  Just  as  properly,  a 
question  could  be  devoted  wholly  to  plantation  life. 
The  second  example  also  would  be  much  better  as 
two  questions,  with  the  division  made  at  the  comma 
after  "  Far  East." 

The  third  example  is  worst  of  all.  If  the  pupil 
is  able  to  state  the  national  platform  of  a  great 


216       HOW  TO  TEACH  AMERICAN  HISTORY 

party,  he  surely  ought  to  be  allowed  time  for  breath, 
and  be  complimented  with  a  second  question : 
"  Who  were  the  candidates?  "  But  as  propounded 
the  question  is  a  violation  of  good  form  as  well  as 
a  sin  against  childhood.  In  trying  to  swamp  the 
pupil  in  the  subtleties  of  politics,  the  teacher  drowns 
himself  in  his  own  English.  See  what  he  really  says : 

"What  were  the  candidates?" 

How  could  any  one  say,  even  if  he  could  tell  who 
they  were?  Obviously,  the  teacher  in  this  case 
intended  to  ask  only  who  they  were,  but  he  sacrificed 
sense  in  order  to  economize  words.  The  chances 
are  that  most  of  the  cumbersome  questions  found 
in  books  are  largely  the  result  of  an  ill-advised  effort 
to  save  paper  and  printer's  ink.  But  if  the  questions 
that  slip  into  standard  books  are  thus  and  so,  what 
must  be  true  of  thousands  that  are  never  tried  at 
all  by  any  standards  ? 

Here  are  two  more  examples  of  questions  of  such 
great  content  that  they  ought  to  be  divided :  — 

"What  objections  were  raised  even  by  wise  men,  and 
what  mistakes  had  Columbus  made  in  his  calculations  ?" 

"In  general,  what  conditions  in  the  old  world  made  so 
many  people  dissatisfied  there,  and  what  conditions  in 
the  new  world  drew  so  many  to  its  shores  ?" 

If  such  questions  are  overwhelming  in  their  magni 
tude,  the  following  are  apt  to  take  the  pupil's  breath 
away  by  the  rapidity  of  their  dancing  variety :  - 


MAKING  AND  USING  HISTORY  QUESTIONS     217 

"Why,  how,  and  when  did  Fort  Sumter  fall?" 
"When,  why,  and  where  did  the  Swedes  begin  to  settle 
in  America?" 

"Where,  when,  why,  and  by  whom  was  the  Line  of  De 
marcation  established?" 

These  questions,  please  remember,  are  all  in  the 
books.  Pray,  let  us  leave  them  there.  If  we  use 
them  in  the  class  room,  let  us  break  them  up  and  ad 
minister  them  a  piece  at  a  time.  In  comic  drama 
they  may  serve  a  good  purpose  entire.  They  remind 
us  of  the  downpour  of  interrogations  that  fell  all 
at  once  upon  the  defenseless  head  of  Cinna  the  Poet, 
in  the  hour  when  Caesar  died  :  — 

"What  is  your  name,  whither  are  you  going,  where  do 
you  dwell,  are  you  a  married  man  or  a  bachelor  ?  Answer 
every  man  directly,  ay,  and  briefly,  ay,  and  wisely,  ay, 
and  truly." 

In  framing  questions  the  teacher  should  be  care 
ful  to  choose  words  with  clear-cut  meaning  and  to 
put  words  and  phrases  in  their  proper  places.  Here 
are  some  illustrations  of  failures  in  these  respects  :  — 

"Did  the  fear  of  British  arms  by  European  nations 
make  these  colonies  more  secure  from  Dutch,  Spanish,  or 
French  attack  in  America?" 

"What  was  the  new  law  concerning  the  counting  of  the 
electoral  vote  passed  in  1887  ?  " 

In  the  first  example  the  word  "arms"  is  of  indefi 
nite  meaning.  Probably  it  is  used  to  mean  the 


218       HOW  TO  TEACH  AMERICAN  HISTORY 

British  military  power;  but  the  pupil  might  nat 
urally  suppose  that  it  means  rifles  or  pistols  or  swords. 
In  the  second  example  the  arrangement  of  the 
parts  of  the  sentence  stands  in  the  way  of  clear 
meaning.  Written  down,  and  punctuated  thus, 
it  would  possibly  be  clear :  — 

"What  was  the  new  law,  concerning  the  counting  of  the 
electoral  vote,  passed  in  1887?" 

But  if  this  question  were  spoken,  it  might  still  be 
misleading  or  confusing.  Would  it  not  be  better 
thus? 

"What  was  the  new  law,  passed  in  1887,  concerning  the 
counting  of  the  electoral  vote?" 

Clearness  and  definiteness  are  not  always  best 
secured  by  conciseness  and  brevity.  Note  the 
following  question :  — 

"How  was  the  national  debt  reduced  from  1801  to 
1811?" 

Despite  absurdities  and  impossibilities,  somebody 
would  take  this  question  literally,  and  try  to  reduce 
1801  to  1811.  In  such  a  case  it  would  probably 
be  advisable  to  put  in  another  word  or  two,  and  make 
the  question  stand  thus :  — 

"How  was  the  national  debt  reduced  during  the  period 
from  1801  to  1811?" 

There  are  some  questions  that  may  well  be  termed 
"  questions  of  complacency."  The  questioner  is 


MAKING  AND  USING  HISTORY  QUESTIONS     219 

evidently  well  satisfied  with  himself,  just  as  he  is. 
He  shuts  one  eye  to  ask  the  question,  and  he  expects 
the  pupil  to  shut  one  eye  to  answer  it.  Here  are 
some  examples :  — 

"Why  did  the  Monitor  beat  the  Merrimac?" 
"What  French  names  still  remain  where  these  settle 
ments  were  made?" 

"What  four  causes  led  up  to  this  panic?" 

In  the  first  of  these  the  questioner  is  apparently 
shutting  his  eye  to  this :  "  Did  the  Monitor  beat  the 
Merrimac  f  "  which  is  still  a  question  with  a  good 
many  persons. 

In  the  second  example  it  is  implied  that  one  may 
readily  list  all  the  French  names  that  still  remain 
around  the  Great  Lakes  and  in  the  Mississippi 
Valley,  an  implication  that  can  hardly  be  allowed. 
The  question  would  mean  more  and  be  more  true 
stated  thus :  — 

"What  are  some  of  the  French  names  that  still  remain 
where  these  settlements  were  made?" 

In  the  third  example  is  a  similar  implication.  The 
panic  of  1837  perhaps  had  more  than  four  causes. 
It  is  a  mistake  to  allow  a  child  to  get  the  notion  that, 
when  he  has  mentioned  certain  familiar  things, 
he  has  exhausted  all  possibilities  in  the  matter. 
Because  of  such  misimpressions  many  children  sup 
pose  that  "  taxation  without  representation  "  was 
the  sole  cause  of  the  American  Revolution. 


220       HOW  TO  TEACH  AMERICAN  HISTORY 

Questions  that  suggest  unmistakably  their  own 
answers  are  not  worth  much.  Here  are  some  of  this 
sort :  — 

"Was  it  necessary  to  make  the  paper  notes  legal  tender  ?" 
"Was  it  easy  to  decide  whether  to  be  a  patriot  or  a 
loyalist?" 

A  good  guesser  would  be  pretty  certain  of  hitting 
either  one  of  these,  although  the  second  seems  to 
call  for  more  thought  than  the  first. 

Here  is  a  question  that  looks  like  a  boomerang : — 

"When  an  attack  upon  the  South  along  the  coast  failed, 
how  did  the  British  attempt  to  attack  the  colonies  in  the 
rear?" 

It  seems  to  fly  back  into  your  face  about  the  time 
you  are  getting  ready  to  say  something.  In  other 
words,  the  last  phrase  of  the  question  seems  to 
contain  the  answer.  Just  what  it  means,  or  is  in 
tended  to  call  forth,  I  do  not  know.  I  only  know 
that  it  is  found  in  a  standard  textbook,  and  I  fear 
that  many  teachers  of  history  are  employing  it  or 
others  just  as  bad. 

It  is  not  necessary  that  every  question  be  startling 
or  striking,  any  more  than  it  is  necessary  for  the 
landscape  to  be  all  peaks  and  mountain  ranges. 
We  have  need  of  the  commonplace  in  education 
just  as  in  the  landscape  and  in  life.  For  example, 
the  first  questions  about  any  subject  or  topic  may 
naturally  be  simple,  or  deal  with  simple  phases  of 


MAKING  AND  USING  HISTORY  QUESTIONS     221 

the  subject;  those  that  demand  more  penetrating 
or  more  summary  answers  may  just  as  naturally 
come  later.  Nothing  herein  is  to  be  construed, 
however,  as  meaning  that  the  teacher  shall  not,  if 
he  choose,  use  a  striking  or  startling  question  as 
the  very  first  in  a  series  for  the  purpose  of  arousing 
attention. 

Not  all  questions  in  a  series  need  to  be  of  equal 
importance.  In  fact,  it  would  be  impossible  to  make 
them  all  of  equal  importance  if  they  refer  consistently 
to  the  different  phases  of  the  subject ;  for  obviously 
the  different  phases  of  every  subject  are  of  different 
degrees  of  interest  and  value.  Some  very  common 
place  questions  may  serve  a  good  purpose  in  calling 
for  commonplace  facts  which,  although  they  are  not 
of  tremendous  significance,  ought  to  be  known. 

Some  questions  should  call  for  facts  —  make  a 
demand  upon  the  stores  of  memory;  some  should 
call  for  a  process  of  thought  —  make  a  demand  upon 
the  reasoning  powers ;  some  should  stimulate  the 
imagination,  and  hence  all  the  powers  of  mind  and 
heart;  some  should  call,  as  it  were,  for  the  pupil 
himself :  demand  an  act  of  choice  and  volition,  thus 
requiring  a  subjective  response  rather  than  an  ob 
jective  possession.  Every  question  should  present 
a  contest  to  the  pupil,  in  which  he  must  take  hand. 
He  may  sit  quiet  and  passive  —  perhaps  indifferent 
-  under  the  teacher's  lecture,  but  the  question  leaps 
up  before  him  with  a  challenge,  and  he  must  become 


222       HOW  TO  TEACH  AMERICAN  HISTORY 

at  once  active,  or  be  classed  as  a  dodger  or  even  as 
a  coward.  Even  if  he  fail  to  answer  correctly,  he 
may  still  meet  the  challenge  courageously. 

The  question  with  its  answer  opens  the  gate  to 
the  pupil's  thought  and  soul,  and  lets  the  teacher 
look  in.  It  should  do  so.  It  should  reveal  lacks 
and  needs  as  well  as  riches  and  resources.  The 
question  and  the  answer  are  an  exchange  of  ac 
quaintance  between  master  and  disciple  —  a  bond 
of  sympathy  and  friendship.  Good  questioning 
marks  the  good  teacher  just  as  much  as  good  an 
swering  marks  the  good  pupil.  Questions  are  keys 
to  knowledge  as  well  as  to  souls.  They  stand  con 
tinually  before  the  gates  of  thought,  knocking  for 
audience,  like  messengers  from  strange  lands. 

Here  is  a  list  of  questions  that  illustrate  very  well 
the  desirable  qualities  of  brevity,  definiteness,  and 
directness.  They  also  form  a  logical  series,  one 
question  following  another  naturally. 

1.  "What  was  a  'writ  of  assistance'  ?" 

2.  "Why  did  the  colonists  oppose  the  Stamp  Act?7' 

3.  "What  was  done  by  the  Stamp  Act  Congress?" 

4.  "Show   some   of   the  forms   of   opposition   to   the 
stamps." 

5.  "Tell  why  the  repeal  of  the  Stamp  Act  was  not 
complete." 

6.  "How  did  Pitt's  illness  hasten  the  Revolution?" 

7.  "Describe  Townshend's  threefold  plan  for  taxing 
America," 


MAKING  AND  USING  HISTORY  QUESTIONS     223 

8.  "Of  what  use  was  the  Adams  circular  letter?" 

9.  "Why  was  the  tea  tax  a  blunder?" 

10.  "How  did  the  colonials  learn  of  each  other's 
plans?"1 

Such  questions  test  the  pupil's  knowledge  of  the 
text.  They  call  for  facts  known  or  to  be  known  — 
objective  realities,  possessed  or  to  be  possessed. 
They  seem  to  make  their  chief  demand  upon  the 
memory,  but  they  also  stimulate  the  imagination 
and  provoke  thought. 

In  the  following  questions,  particularly  in  No.  3 
and  No.  5,  a  strong  call  is  made  upon  the  pupil 
himself.  They  seek  a  response  in  character.  Their 
aim  is  subjective  development  rather  than  objective 
acquirement. 

1.  "What  is  bribery?" 

2.  "What  shapes  may  it  take?" 

3.  "What  is  there  wrong  about  it?" 

4.  "What  instances  of  bribery,  or  attempted  bribery, 
are  there  in  American  history?" 

5.  "Why  is  it  an  insult  to  an  honest  man  to  offer  him 
a  bribe?"2 

The  subjective  value  of  the  following  ques 
tions  is  obvious.  They  make  an  appeal  to  choice 
and  volition  upon  the  basis  of  knowledge  and 
reason. 

1Meany:  "United  States  History  for  Schools,"  pp.  187, 
188. 

2  Fiske :  "A  History  of  the  United  States,"  p.  305. 


224       HOW  TO  TEACH  AMERICAN  HISTORY 

"  Would  you  have  been  a  Federalist  or  a  Republican 
in  Washington's  time?" 

"Give  reasons  for  your  answer."  l 

The  teacher,  especially  the  young  teacher,  had 
better  formulate  his  questions  and  reduce  them  to 
writing  before  meeting  his  class.  Impromptu  ques 
tions  are  apt  to  be  defective  in  form,  illogical,  and 
badly  distributed.  Use  your  own  questions  with 
the  class  in  preference  to  those  in  the  book.  The 
latter  are  excellent  in  preparing  for  class  work. 
Your  lesson  plan  should  include  your  question  list, 
and  you  should  make  at  least  so  much  of  the  lesson 
plan  every  day.2 

1  Fiske :  "  A  History  of  the  United  States,"  p.  305. 

2  The  following  books,  among  others,  will  be  found  helpful 
on  the  subject  of  questioning  :  Anonymous  :  ' '  Analytical  Questions 
in  United  States  History  ";  A.Flanagan  Co.;  Chicago;  Betts: 
"The  Recitation"  (part  on  "The  Art  of  Questioning") ;  Hough- 
ton  Mifflin  Co.,  Boston. 


CHAPTER  XX 

GRADING    QUIZ    PAPERS    AND    EXAMINATION 
PAPERS 

IN  essence  the  written  quiz,  the  written  test,  and 
the  written  examination  are  the  same.  The  dif 
ferences  consist  largely  in  the  terms.  In  usage, 
however,  the  examination  is  ordinarily  a  longer  and 
more  formal  exercise,  coming  at  the  end  of  a  quarter 
or  a  session;  while  the  test  or  quiz  may  be  given 
monthly,  weekly,  or  at  irregular  intervals.  The 
test,  or  the  quiz,  is  used  not  only  for  the  instruction 
of  the  pupil,  but  also  to  enable  the  teacher  to  gauge 
the  pupil's  progress  and  to  determine  his  class  stand 
ing.  Grades  made  on  tests,  or  class  grades  deter 
mined  by  tests  and  otherwise,  should  be  combined 
with  the  grade  of  the  final  examination  and  with  his 
other  grades,  to  arrive  at  a  fair  estimate  of  the  pu 
pil's  knowledge,  ability,  and  growth. 

Professor  R.  H.  Dabney,  head  of  the  history  de 
partment  of  the  University  of  Virginia,  makes  a 
daily  use  of  the  written  quiz  in  certain  of  his  classes. 
He  has  been  following  this  plan  for  a  number  of 
years  and  has  found  it  attended  with  most  excellent 
results.  Each  day,  when  the  class  meets  for  the 

Q  225 


226       HOW  TO  TEACH  AMERICAN  HISTORY 

hour  lecture  period,  the  first  ten  minutes  are  devoted 
to  the  written  quiz.  Only  two,  three,  or  four  ques 
tions  are  given ;  they  are  on  the  day's  lesson ;  and 
they  are  always  such  as  can  be  answered  in  the  limited 
time.  The  papers  handed  in  are  carefully  graded, 
and  each  man's  marks  recorded  against  his  name. 
At  the  end  of  the  term  the  average  grade  from  the 
daily  tests  is  combined  with  the  examination  grade, 
one  counting  about  as  much  as  the  other,  and  each 
being  essential  in  the  grade  required  for  passing. 
In  other  words,  if  a  student  does  not  do  reasonably 
well  on  both  the  daily  tests  and  the  final  examina 
tion,  he  cannot  pass.  He  cannot  atone  for  habitual 
negligence  by  a  brilliant  spurt  at  the  end.  On  the 
other  hand,  if  he  does  good  work  daily,  he  is  practi 
cally  certain  of  the  result,  because  the  quiz  each  day 
is  limited  to  the  lesson  of  that  day ;  and  by  preparing 
regularly  each  daily  lesson  he  is  making  the  best 
possible  preparation  for  the  final  examination.  Since 
Professor  Dabney  inaugurated  this  system  several 
years  ago  he  has  been  able  to  observe  a  marked  im 
provement  in  the  work  affected  by  it.  A  much  larger 
proportion  of  men  pass  the  courses  now  than  formerly. 
Perhaps  the  most  difficult  work  of  all  that  falls 
upon  the  teacher  of  history  is  the  grading  of  written 
answers  to  written  questions.  This  sort  of  work 
is  particularly  difficult  in  history  and  kindred  sub 
jects.  In  mathematics  or  an  exact  science  most  of 
the  questions  put  to  pupils  in  the  schools  require 


QUIZ  PAPERS  AND  EXAMINATION  PAPERS     227 

answers  that  are  so  fixed  and  definite  that  the  teacher 
can  say  of  each  one  at  a  glance,  "  Correct  "  or 
"  Incorrect."  In  history,  on  the  other  hand,  and 
in  all  social  sciences,  many  of  the  lines  of  fact  are 
not  yet  clearly  drawn,  and  very  few  are  fixed  by 
anything  like  universal  agreement.  In  other  words, 
while  there  is  usually  but  one  proper  answer  to  a 
question  in  an  exact  science,  there  may  often  be  in 
a  social  science  a  number  of  different  answers,  all 
of  excellent  merit. 

There  are,  of  course,  certain  questions  in  history  and 
related  subjects  that  have  fixed  and  definite  answers, 
as  may  readily  be  shown.  Such  answers  the  teacher 
can  easily  and  quickly  grade.  Usually  in  such  cases 
the  value  of  an  answer  is  either  100  or  0,  and  which 
it  is  can  be  at  once  determined,  for  it  is  a  certain 
name,  a  fixed  date,  a  definite  fact,  or  a  well-known 
quantity.  Here  are  some  examples  of  such  ques 
tions,  with  their  answers :  — 

1.  Who  was  called  the  "Father  of  the  Constitution"? 
Answer:  James  Madison. 

2.  When  was  Lincoln  born  ? 
Answer:   February  12,  1809. 

3.  What  important  artificial  waterway  was  opened  from 
west  to  east  in  1825  ? 

Answer:   The  Erie  Canal. 

4.  How  much  money  did  the  United  States  give  Spain 
for  the  Philippine  Islands,  etc.  ? 

Answer:  $20,000,000. 


228       HOW  TO  TEACH  AMERICAN  HISTORY 

Obviously  each  of  these  questions  can  have  but 
one  acceptable  answer.  All  such  questions,  there 
fore,  will  have  answers  that  can  at  once  be  marked 
either  at  full  value  or  at  zero.  If  the  teacher  wishes 
to  have  an  easy  time  grading  papers,  or  if  she  wishes 
to  give  the  members  of  her  class  a  first  lesson  in 
grading  their  own  papers  under  her  direction,  she 
must  be  careful  to  ask  just  such  questions. 

Not  long  ago  I  gave  this  question  to  a  class  in 
history :  — 

1.  (1)  What  important  machine  was  invented  in  1793? 
(2)  Who  was  the  inventor  ? 

Here  are  some  of  the  answers  received,  with  the 
grades  I  gave  them,  each  part  of  the  question  being 
accorded  a  maximum  value  of  50 :  — 

A.  1.  (1)  Cotton  Gin.  50 

(2)  Eli  Whitney.  50 

B.  I.  (1)  The  Cotton  Gin.  50 

(2)  Eli  Whitney.  50 

This  answer  is  complete  and  in  good  form. 

C.  1.  (1)  The  cotton  gin  was  invented  in  1793.          50 

(2)  Eli  Whitney  was  the  inventor.  50 

A  needless  lot  of  words  are  used  here. 

D.  1.  (1)  The  important  machine  invented  in  1793  was 
the  cotton  gin.  50 

(2)  The  inventor  was  Eli  Whitney.  50 

Here  are  more  needless  words. 


QUIZ  PAPERS  AND  EXAMINATION  PAPERS     229 

Although  some  of  the  foregoing  answers  are  in 
better  form  than  others,  it  is  easy  to  see  that  all  are 
the  same  in  substance,  and  that  all  are  substantially 
correct.  It  would  be  just  as  easy  to  see  that  answers 
different  in  substance  from  these  would  be  alto 
gether  incorrect. 

But  the  good  teacher  of  history  wishes  to  ask 
many  questions  the  answers  to  which  cannot  be 
stated  so  definitely  or  be  disposed  of  so  readily. 
As  already  remarked,  many  questions  in  history  and 
related  subjects  admit  of  answers  widely  different 
in  substance  as  well  as  in  form.  Any  question  that 
involves  judgments  from  complex  conditions,  some 
of  which  are  undetermined,  or  from  more  or  less 
unsettled  theories,  is  bound  to  have  a  different 
answer  from  every  different  thinker.  These  answers 
may  agree  essentially,  differing  only  incidentally; 
but  they  will  differ  in  form  of  statement  at  least. 
Moreover,  such  a  difference  in  form  represents  some 
difference  in  conception  and  appreciation,  and  hence 
in  value.  Some  answers  may  agree  in  part  with 
known  facts  or  accepted  conclusions,  while  disagree 
ing  in  part.  In  such  cases  credit  should  be  given 
for  the  part  that  is  good,  and  a  fair  deduction  of 
credit  be  made  for  the  part  that  is  not  good. 

The  term  "  good  "  is  here  used  rather  than  the 
term  "  correct  "  or  "  right  "  ;  because  in  many  ques 
tions  of  the  sort  under  consideration  it  will  be  pos 
sible  to  get  a  number  of  good  answers,  but  perhaps 


230       HOW  TO  TEACH  AMERICAN  HISTORY 

impossible  to  get  one  that  could  properly  be  termed 
the  right  one  or  the  correct  one.  To  use  the  term 
"  right  "  or  "  correct  "  would  imply  that  there  is 
but  one  acceptable  answer,  which  is  not  true. 

Who,  now,  is  to  evaluate  all  these  differing  state 
ments  (answers)  about  different  persons,  forces,  move 
ments,  and  institutions,  concerning  all  of  whom  or 
which  there  are  so  many  different  opinions  deserving 
respect,  and  so  many  different  things  that  are  true? 

The  teacher  must  do  it.  The  teacher,  therefore, 
has  a  hard  task.  To  perform  it  well  he  needs  many 
powers  and  qualifications  :  Broad  knowledge,  pene 
trating  insight,  cosmopolitanism,  or  power  of  sym 
pathy  and  adjustment,  strict  regard  for  fact,  and 
judicial  fairness. 

To  illustrate  the  variety  of  answers  that  may  be 
expected  in  many  cases,  and  to  indicate  the  different 
values  that  may  be  assigned  to  certain  answers, 
more  examples  are  herewith  submitted.  This  ques 
tion  was  given  to  a  large  class  along  with  the  one 
concerning  Eli  Whitney  and  the  cotton  gin;  and 
the  answers  here  reproduced  are  stated  literally 
as  they  were  given  by  different  pupils  in  the  class. 

2.  (1)  Who  was  John  Marshall  ? 

(2)  How  did  he  make  his  greatest  contribution  to 
American  history  ? 

In  grading  the  answers  to  this  question  a  maximum 
value  of  40  was  determined  upon  for  the  first  part 


QUIZ  PAPERS  AND  EXAMINATION  PAPERS     231 

and  60  for  the  second  part.     Here  are  some  of  the 
answers  and  their  respective  grades :  — 

A.  2.  (1)  A  jurist.  35 
Not  specific  enough. 

(2)  While  Chief  Justice  of  the  United  States  he  estab 
lished  precendents  in  the  Constitution  which  have  re 
mained  so  ever  since.  50 

A  word  misspelled.  He  did  more  than  establish 
precedents. 

B.  2.  (1)    John   Marshall  was   Chief-justice    of    the 
United  States.  38 

Not  explicit  enough.    Form  not  the  best. 

(2)  John  Marshall  was  a  member  of  the  House  of 
Burgesses.  He  interpreted  the  Constitution.  50 

He  was  not  a  member  of  the  House  of  Burgesses, 
but  of  the  Virginia  legislature. 

C.  2.  (1)  John  Marshall  was  the  son  of  Colonel  Thomas 
Marshall.  30 

Not  a  good  identification. 

(2)  The  great  contribution  Marshall  made  to  the  Ameri 
can  History  was  the  interpretation  of  the  constitution.  50 

"  The  American  History "  suggests  a  book. 
"  Constitution  "  not  capitalized  is  indefinite. 


232       HOW  TO  TEACH  AMERICAN  HISTORY 

D.  2.  (1)  John  Marshall  was  a  Virginian.     He  became 
Chief  Justice  of  the  Supreme  Court  of  the  U.  S.  39 

"  U.  S."  here  is  not  good  form. 

(2)  John  Marshall  interpreted  the  constitution  in  such 
a  way  that  the  meaning  of  it  could  be  understood  by  the 
people.  He  also  took  a  leading  part  in  trying  to  get  US 
to  adopt  the  Constitution.  40 

"  US  "  probably  means  the  United  States,  but 
the  statement  would  be  more  applicable  to  Virginia. 

E.  2.  (1)  John  Martial  was  the  Chief  Justice  of  U.S. 
He  served  for  35  years.  35 

Five  points  off  for  bad  spelling  and  bad  form. 

(2)  He  added  several  things  to  the  Constitution  that 
are  taken  to-day  as  a  precident.  25 

Bad  spelling  and  inaccurate  statement,  but  some 
truth  expressed. 

F.  2.  (1)  John  Marshall  was  a  lawyer,  and  the  first 
chief  justice  of  the  Supreme  Court  of  the  United  States.  30 

He  was  not  the  first  chief  justice.  John  Jay,  John 
Rutledge,  and  Oliver  Ellsworth  preceded  him. 

(2)  He  expounded  and  explained  the  Constitution.  He 
added  many  things  to  it  that  are  still  in  existence.  45 

"  And  explained  "  is  repetition.  He  added  nothing 
to  the  Constitution  literally,  though  he  did  add  much 
potentially. 


QUIZ  PAPERS  AND  EXAMINATION  PAPERS     233 

G.  2.  (1)  John  Marshall  was  Chief  Justice  of  the  Su 
preme  Court.  35 

"  Supreme  Court  "  of  what? 

(2)  The  distinction  of  securing  the  adoption  of  the 
Constitution  by  Virginia  was  due  chiefly  to  Marshall. 
He  also  made  the  Constitution  clear  enough  (for  the  first 
time)  that  the  national  government  might  be  under 
stood.  55 

H.  2.  (1)  John  Marshall  was  one  of  the  world's 
greatest  jurists.  He  was  chief  justice  of  the  U.  S.  for 
thirty-four  years.  37 

(2)  He  made  his  greatest  contribution  to  American 
history  by  expounding  the  Constitution  in  terms  that  are 
often  used  at  present,  and  by  making  many  constitutional 
decisions  which  have  influenced  the  present  day.  59 

"  Which  have  had  an  influence  to  the  present  day  " 
would  be  more  exact. 

I.  2.  (1)  John  Marshall  was  born  a  Virginian.  He 
was  a  distinguished  statesman  and  was  Justice  of  Supreme 
Court  for  thirty-four  years.  35 

"  Justice  "  is  inaccurate  and  "  Supreme  Court  " 
is  indefinite.  The  latter  expression  might  readily 
be  understood  as  meaning  the  supreme  court  of 
Virginia. 

(2)  His  most  noticeable  service  was  in  the  interpret 
ing  and  expounding  the  Constitution.  The  influence  of 
his  decisions  and  interpretations  are  felt  to-day.  59 

"  And  expounding  "  seems  to  be  repetition. 


234       HOW  TO  TEACH  AMERICAN  HISTORY 

J.  2.  (1)  A  great  American  jurist ;  chief  justice  of  the 
U.  S.  Supreme  Court,  1801-1835.  40 

(2)  By  his  profound  interpretation  of  the  Constitution 
and  his  momentous  decisions  in  accordance  therewith. 
He  won  respect  for  the  Court,  and  set  precedents  that  have 
fixed  national  policy  and  perhaps  national  destiny.  60 

Examples  could  be  multiplied.  Obviously,  each 
case  must  be  dealt  with  individually,  upon  its  merits. 
Not  many  rules  can  be  given.  The  matter  in  every 
instance  depends  upon  the  teacher  —  upon  the 
knowledge  and  good  judgment  that  he  is  able  to 
make  bear  upon  it.  Students  preparing  to  be 
teachers,  especially  students  in  our  normal  schools, 
should  have  some  training  in  the  grading  of  papers, 
along  with  other  things  helpful  and  necessary  to 
their  skill  and  trustworthiness.1 

1  An  interesting  article  entitled  ''Adequate  Tests  in  History,'* 
by  H.  D.  Foster,  may  be  found  in  the  History  Teacher's  Magazine, 
April,  1914. 


CHAPTER  XXI 

THE  USE  AND  THE  ABUSE  OF  DATES 

DATES  seem  to  be  the  disturbing  factor  in  history 
study ;  yet  if  dates  were  left  out  of  history,  every 
thing  would  be  disturbed  and  in  hopeless  confu 
sion. 

When  a  pupil  imagines  that  history  consists 
merely  of  so  many  dates  to  be  memorized,  he  is  mis 
taken.  When  he  says,  "  I  can't  learn  history  be 
cause  I  can't  remember  dates,"  he  is  probably  mis 
taken  twice  :  first,  in  supposing  that  history  consists 
only  of  dates ;  second,  in  asserting  that  he  cannot 
remember  dates. 

Young  ladies,  especially,  are  prone  to  imagine 
that  they  cannot  remember  dates.  They  are  much 
mistaken.  Nearly  every  girl  and  nearly  every 
woman  has  special  gifts  for  remembering  dates. 
Who  ever  heard  of  a  young  lady  who  forgot  a  friend's 
birthday?  or  a  "  date  "  for  the  opera,  even  though 
fixed  a  month  in  advance,  to  the  day,  the  hour,  and 
the  minute  ?  or  the  date  of  her  approaching  wedding, 
though  set  two  years  in  advance?  What  woman 
has  ever  forgot  a  wedding  day  or  a  birthday,  though 
a  score  of  years  in  the  past?  Women  are  really 

235 


236       HOW  TO  TEACH  AMERICAN  HISTORY 

geniuses  in  remembering  dates.  If  they  can  only 
find  half  the  interest  in  historical  dates  that  they 
have,  and  have  rightfully,  in  personal  dates,  the 
whole  matter  will  be  easy  for  them. 

When  a  teacher  makes  it  appear  that  dates  are 
history  or  the  essence  of  history,  he  is  abusing 
history.  When  he  asserts  that  dates  are  the  source 
of  all  his  woes  in  the  teaching  of  history,  he  is  abusing 
dates.  When  he  tries  to  make  the  child  learn  all 
the  dates  in  the  chronicle,  he  is  abusing  the  child. 

Let  us  consider  dates  in  their  true  light.  In  books 
a  large  number  of  dates  are  necessary,  and  they 
ought  to  be  at  the  right  places,  in  plain  type.  In 
heads  at  least  a  few  dates  are  necessary,  and  they 
ought  to  be  just  as  clear  and  well  placed  as  those  in 
the  books.  In  both  books  and  heads  dates  serve 
as  guides,  with  index  fingers,  pointing  both  ways : 
back  into  the  prolific  past,  forward  into  the  promising 
future.  Changing  the  figure,  we  may  think  of  the 
system  of  historical  dates  as  the  skeleton  that  is 
necessary  for  a  perfect  body,  keeping  all  things  in 
place,  giving  strength,  and  making  possible  use 
fulness  and  beauty. 

Once  more,  dates  in  history  are  like  the  stars  in 
the  heavens.  They  shine  out  of  the  darkness, 
showing  place,  relation,  and  interrelation.  A  few 
are  of  the  first  magnitude;  the  others  are  less  in 
rank  by  reason  of  smaller  circumstances,  or  less  in 
brilliancy  by  reason  of  greater  distances.  We  do 


THE  USE  AND  THE  ABUSE  OF  DATES       237 

not  attempt  to  learn  all  the  stars  by  name  —  the 
great  majority,  perhaps,  are  nameless;  but  we  do 
name  a  few  of  the  chief  ones,  and  learn  to  know 
them.  In  the  world  of  time,  as  in  the  world  of  space, 
we  need  to  name  and  know  only  the  great  fixed  stars 
-  there  are  no  temporal  planets.  The  innumerable 
lesser  dots  upon  the  expanse  of  the  ages  may  be  al 
lowed  to  fade  gradually  out  of  our  consciousness, 
save  here  and  there  a  path  of  light  —  a  Clio's  milky 
way. 

It  would  be  wrong  for  the  teacher  of  history  to 
regard  all  dates  as  of  equal  importance,  or  to  allow 
his  pupils  to  do  so.  It  would  be  harmful  and  foolish 
for  him  to  demand  of  his  class  that  they  remember 
every  date.  He  should  not  only  know  that  dates 
differ  in  value,  but  he  should  also  know  which  partic 
ular  dates  are  of  most  importance ;  and  as  he  goes 
through  a  book  with  his  pupils  he  should  occasion 
ally  direct  attention  to  this  date  or  that,  and  show 
its  significance.  At  the  same  time,  or  at  some  time, 
he  should  call  upon  his  pupils  to  exercise  their  own 
judgment  in  the  selection  of  important  dates. 

There  are  two  or  three  reasons  why  people  forget 
dates.  Perhaps  there  are  four.  In  the  first  place, 
lack  of  interest  in  a  date  makes  it  harder  to  remember. 
But  the  chief  reason  why  pupils  in  school  and  people 
generally  forget  dates  is  this :  They  have  never 
learned  them  thoroughly.  It  is  one  thing  to  play 
at  learning  dates ;  it  is  another  thing  to  grind  them 


238       HOW  TO  TEACH  AMERICAN  HISTORY 

into  memory  as  into  granite.  When  a  boy  learns 
a  list  of  dates  as  thoroughly  as  some  of  us  years  ago 
had  to  learn  the  multiplication  table,  or  as  thor 
oughly  as  most  persons  are  expected  to  learn  their 
own  names  and  the  names  of  their  friends,  he  will 
not  soon  forget  it.  If  dates  are  thoroughly  learned 
and  occasionally  used  they  will  not  often  be  forgotten. 
We  discredit  the  memory  too  much  nowadays,  and 
hence  fail  to  realize  full  value  from  it  in  many 
cases. 

Another  reason  why  people  forget  dates,  or  never 
learn  them  thoroughly,  is  found  in  the  fact,  already 
suggested,  that  no  definite  selection  of  important 
dates  is  made  for  special  study.  Instead,  a  half 
chance  is  taken  at  all  the  dates  in  the  book,  indis 
criminately,  and  this  usually  means  failure  to  fix 
any  of  them  permanently. 

The  reasons  why  history  dates  are  forgotten, 
therefore,  may  be  put  in  summary  form,  as  follows  :  — 

1.  Lack  of  interest  in  them. 

2.  Lack  of  thoroughness  in  learning  them. 

3.  Lack  of  means  for  using  them. 

4.  Failure  to  discriminate  between  important  and 
non-important  dates. 

In  like  manner,  the  rules  for  learning  and  remember 
ing  dates  may  be  summarized  thus  :  — 

1.  Select  a  limited  number  of  the  most  important 
dates. 

2.  Learn  them  thoroughly. 


THE  USE  AND  THE  ABUSE  OF  DATES       239 

3.  Devise  some  means  for  using  or  recalling  them 
occasionally. 

4.  Endeavor  to  appreciate  the  interest  and  signifi 
cance  of  each  date  studied. 

The  teacher  may  do  well  to  select  twenty  or 
thirty  or  forty  of  the  most  important  dates  in 
American  history  for  his  class,  and  have  each  pupil 
copy  the  list  in  his  notebook.  He  may  do  better 
still  by  having  each  pupil  take  part  in  making  the 
selection.  Let  us  suppose  that  you  are  near  the  end 
of  your  textbook.  You  have  pointed  out,  from  time 
to  time,  certain  dates  with  emphasis.  You  say :  — 

"  We  shall  now  select  the  most  important  dates 
mentioned  in  our  textbook,  and  make  a  list  of  them 
for  our  notebooks  and  our  memories.  During  the 
next  three  days  each  one  of  you  will  make  an  inde 
pendent  selection  of  twenty  dates,  and  arrange 
them  in  chronological  order,  writing  after  each  date, 
in  concise  form,  the  event  or  events  distinguishing  it. 
The  fourth  day  you  will  bring  your  lists  to  class. 
We  shall  then  compare  the  different  dates,  discuss 
them,  and  select  the  twenty  that  meet  with  general 
approval.  This  approved  list  will  be  written  upon 
the  blackboard  to  give  all  of  you  an  opportunity  to 
copy  it." 

In  learning  dates  the  principle  of  association  may 
be  utilized  to  excellent  advantage  in  many  instances. 
It  is  indeed  remarkable  how  many  coincidences 
there  are  in  dates  which  make  association  easy  and 


240       HOW  TO  TEACH  AMERICAN  HISTORY 

helpful.  For  example,  let  us  see  how  many  impor 
tant  events  are  associated  in  the  year  1619,  in  the 
Virginia  colony. 

1619,  in  the  Virginia  colony :  — 
First  elected  legislature 
First  shipload  of  wives 
First  shipload  of  slaves 
First  shipload  of  tobacco  exported 
First  university  planned  for  America 

The  year  1689  affords  another  striking  illustration. 

1689,  a  notable  year :  — 

Bill  of  Rights  agreed  upon  in  England 
Andros  overthrown  in  New  England 
Frontenac  sent  to  Canada  as  governor 
French    and    English    begin    the    fight    for 
America 

April  19  is  a  fateful  day  in  several  centuries. 

April  19,  an  eventful  day  in  American  history :  — 

1619 :  Sir  George  Yeardley  arrives  at  James 
town 

1689  :  Boston  overthrows  Andros 

1775  :  First  battle  of  the  Revolution,  at  Lexing 
ton 

1861 :  First  bloodshed  of  the  Civil  War,  at 
Baltimore 


THE  USE  AND  THE  ABUSE  OF  DATES       241 

Fate  has  certainly  been  kind  to  the  feeble  memory. 
Here  is  another  example,  chosen  from  many. 

1807,  a  memorable  year :  — 

Fulton's  steamboat  proved 

The  Embargo  passed 

Act   of   Congress   forbidding  importation  of 

slaves  passed 
Burr  tried  for  treason 
Robert  E.  Lee  born 

Different  years  that  are  marked  by  notable  events 
may  often  be  linked  together  by  striking  similarities. 
They  often  fall  at  intervals  of  ten,  twenty,  or  fifty 
years,  or  an  even  century.  Note  the  following 
examples :  — 

1603,  Queen  Elizabeth  dies  and  James  I  succeeds  her 
1613,  The  Dutch  begin  trading  at  New  Amsterdam 
1623,  New  Hampshire  settled  at  Dover  and  Ports 
mouth 

1633,  Connecticut  settled  at  Windsor 
1643,  The  New  England  Confederation  formed 
1653,  Cromwell  turns  out  the  Rump  Parliament 
1663,  Charles  II  makes  the  Carolina  grant 
1673,  The  Dutch  take  back  New  Amsterdam  for  a  year 
1683,  Penn  lays  out  Philadelphia 
1693,  William  and  Mary  College  founded  in  Virginia 

Rice  culture  introduced  into  the  Carolinas 
1703,  Delaware  becomes  a  separate  colony 


242       HOW  TO  TEACH  AMERICAN  HISTORY 

1713,  Treaty  of  Utrecht  ends  Queen  Anne's  War 
1723,  Sir  Joshua  Reynolds  and  Adam  Smith  born 
1733,  Oglethorpe  settles  Georgia  at  Savannah 
1743,  Thomas  Jefferson  born 

First  Bible  printed  in  America,  by  Christopher 

Sower 

1753,  Washington  sent  to  the  French  governor 
1763,  Treaty  of  Paris,  closing  the  French  and  Indian 

War 

1773,  The  Boston  Tea  Party 

1783,  Peace  of  Paris,  closing  the  Revolutionary  War 
1793,  Whitney  invents  the  cotton  gin 
1803,  Jefferson  purchases  Louisiana 
1813,  Perry's  victory  on  Lake  Erie 
1823,  The  Monroe  Doctrine  proclaimed 
1833,  The  Compromise  Tariff 

Chicago  founded 

1843,  Whitman  returns  to  Oregon 
1853,  The  Gadsden  Purchase 
1863,  The  battle  of  Gettysburg 
1873,  Financial  panic 
1883,  Electric  lights  widely  introduced 

Brooklyn  Bridge  opened  to  traffic 

Civil  Service  Reform  Commission  provided  for 

Letter  postage  reduced  to  two  cents 
1893,  Chicago  World's  Fair 

Financial  panic 

Colorado  grants  full  suffrage  to  women 

Civil  Service  Reform  extended 


THE  USE  AND  THE  ABUSE  OF  DATES       243 

1903,  President  Roosevelt  sends  wireless  telegram  to 

King  Edward  VII 
1913,  Gettysburg  reunion 

Does  not  a  list  like  this  justify  the  claim  that  dates 
are  interesting  and  easy  to  learn?  Two  more  il 
lustrations  of  the  wonderful  way  important  dates 
have  been  chained  together  by  coincidence  and 
parallelism  are  submitted  :  — 

1675-6,  King  Philip's  War  in  New  England 

Bacon's  Rebellion  in  Virginia 
1775-6,  General  rebellion  in  the  colonies 

1755-1763,  Period  of  the  French  and  Indian  War 
1775-1783,  Period  of  the  Revolutionary  War 


CHAPTER  XXII 

THE  VALUE  OF  NATIONAL  AND  STATE  SONGS 

ONE  summer  morning  a  few  years  ago,  soon  after 
the  doors  of  the  National  Museum  at  Washington 
were  opened,  the  attendants  in  charge  and  the  few 
early  visitors  present  were  suddenly  attracted, 
perhaps  somewhat  startled,  by  a  burst  of  song  that 
came  from  behind  one  of  the  tall  cabinets.  It  was  a 
patriotic  song,  full  of  devotion  and  the  spirit  of  youth. 
If  any  one  had  looked  upon  the  singing  as  unconven 
tional  and  disturbing,  he  hardly  would  have  dared  to 
say  so.  To  have  stopped  the  song  by  violence  would 
have  been  like  tearing  down  the  national  colors.  A 
group  of  history  students,  with  their  teacher,  had 
come  on  an  excursion  to  the  national  capital.  An 
evening  or  two  before  they  had  listened  to  the  United 
States  Marine  Band  concert  on  the  White  House 
lawn,  and  had  stood  up  with  the  vast  throng  when 
the  national  anthem  was  played.  The  next  day  they 
had  stood  under  the  great  flagstaff  at  Arlington,  and 
had  seen  the  house  of  Francis  Scott  Key  in  George 
town.  At  this  very  time  they  were  bound  for  Mt. 
Vernon,  and  were  utilizing  the  hour  till  the  steamer 
should  start  by  a  pause  at  the  Museum.  In 

244 


VALUE  OF  NATIONAL  AND  STATE  SONGS     245 

the  history  class  at  home  they  had  just  recently 
reviewed  the  British  advance  upon  Washington 
and  Baltimore  in  1814,  and  the  conditions  under 
which  Key  had  written  the  stirring  lines  that  have 
made  his  name  immortal.  As  part  of  the  class 
exercise  in  that  study  the  anthem  itself  had  been 
learned  and  sung.  Can  any  one  be  surprised, 
then,  that  this  band  of  students,  full  of  patriotic 
spirit,  and  heavy-laden  with  old  stories  made  new, 
should  have  rushed  eagerly  up  into  a  close  group  be 
fore  that  huge  cabinet  in  the  National  Museum,  and 
burst  out  singing  "  The  Star-Spangled  Banner," 
when  they  saw  there  before  them  the  identical  old 
banner  that  floated  over  Fort  McHenry  in  1814  and 
inspired  the  writing  of  the  song  ? 

There  it  was,  a  great  Old  Glory,  a  huge  flag,  thirty- 
two  feet  long  and  twenty-seven  feet  wide  —  big 
enough  to  cover  Baltimore  in  a  storm  of  fire,  and  big 
enough  to  wave  every  day  over  a  free  and  happy  land. 
The  "  broad  stripes  "  on  it  are  a  foot  wide,  and  the 
stars  that  once  were  bright  have  lost  nothing  of  their 
real  splendor,  though  their  fair  faces  show  less  clearly 
on  the  faded  blue  field  than  they  did  when  both 
were  new.  It  would  have  been  a  loss  of  honor  not  to 
sing ;  it  would  have  been  treason  to  have  stopped  the 
song ;  it  is  a  rich  moment  missed  or  lost  whenever 
any  teacher  tells  the  story  of  "  The  Star-Spangled 
Banner  "  without  having  the  class  sing  it. 

Every  teacher  who  has  tested  the  matter  knows 


ft 


246       HOW  TO  TEACH  AMERICAN  HISTORY 

what  power  music,  especially  singing,  has  in  school. 
It  tells  for  morality  and  discipline,  as  well  as  for 
culture  in  the  graces.  The  teacher  of  music  is  a  uni 
versal  benefactor ;  and  the  teacher  of  literature  and 
the  teacher  of  history  may  add  vitality,  culture,  pleas 
ure,  and  a  wholesome  patriotism  to  many  a  lesson  by 
giving  it  the  voice  of  melody  —  the  voice  of  song. 

In  1814  Key's  writing  of  a  song  was  doubtless 
looked  upon  by  the  few  who  knew  of  it  as  a  minor 
incident  of  the  capture  of  Washington  and  the  re 
pulse  at  Baltimore ;  but  time  has  given  the  song  a 
larger  place  in  the  history  and  life  of  our  nation  than 
can  be  claimed  for  either  of  the  other  events.  A 
national  song  embodies  more  national  sentiment, 
and  perhaps  more  history,  than  any  other  set  of  words 
of  equal  number.  A  worthy  song  that  has  once 
become  national  has  in  that  process  made  untold 
history ;  and  it  will  go  on  down  the  ages  elevating 
citizenship,  shaping  character  among  the  people,  and 
directing  national  policy. 

The  charge  brought  against  us  by  some  of  our  for 
eign  cousins,  in  saying  that  the  most  conspicuous 
thing  about  the  national  anthems  of  America  is  that 
the  people  of  America  do  not  know  them,  is,  or  has 
been,  too  true.  Let  it  be  true  no  longer.  At  least, 
let  the  teachers  and  the  pupils  in  our  schools  know 
the  songs  of  our  country.  Such  songs  as  "  America," 
"The  Star-Spangled  Banner,"  and  "The  Flag  of  the 
Free  "  ought  to  be  a  part  of  every  course  in  American 


VALUE  OF  NATIONAL  AND  STATE  SONGS     247 

history  in  every  American  school.  Every  good  citizen 
ought  to  know  these  songs,  words  and  music,  and  be 
able  to  join  in  singing  them  at  home  or  abroad. 
"  Dixie,"  expressing  a  Southern  sentiment  that  has  be 
come  national,1  and  "  America  the  Beau tiful,"  express 
ing  a  Northern  sentiment  that  will  become  national 
are  both  worthy  of  long  life  and  many  friends.  The 
best  setting  of  the  latter  in  music  has  been  made  by 
Will  C.  Macfarlane ;  and  in  this  setting  the  song 
may  be  found  in  the  Ladies1  Home  Journal  of  Feb 
ruary,  1914. 

In  the  same  periodical,  issue  of  September,  1911, 
appeared  another  song  that  has  a  fine  spirit  in  beauti 
ful  words,  both  being  enhanced  by  the  excellent  mel 
ody  and  harmony  to  which  they  are  wedded.  The 
words  are  by  Henry  van  Dyke,  the  music  by  C. 
Austin  Miles.  The  song  is  entitled  "Where  the  Flag 
is  Full  of  Stars."  It  should  be  sung  all  over  the 
United  States. 

Strange  as  it  may  seem,  the  Russian  Hymn,  trans 
lation  by  H.  F.  Chorley  and  music  by  Alexis  Lwoff, 
is  one  of  the  finest  anthems  for  the  United  States  or 
any  other  country.  It  is  one  of  the  great  world 
hymns  that  may  become  national  in  any  land.  In 
both  words  and  music  it  is  a  classic.  It  is  a  prayer 
to  Jehovah  that  may  be  uttered  with  sincerity  by 

1  The  finest  words  to  "  Dixie  "  are  those  by  M.  B.  Wharton, 
used  in  "Echoes  from  Dixie";  publisher,  Mrs.  Griff  Edwards, 
Portsmouth,  Va. 


* 


248       HOW  TO  TEACH  AMERICAN  HISTORY 

any  people.  It  is  a  prayer  for  pity,  for  mercy,  for 
righteousness,  for  truth,  for  freedom,  for  peace  — 
national  and  international. 

Apropos  of  the  widespread  peace  sentiment  and 
the  great  organized  movements  for  international 
peace  upon  the  basis  of  sincerity  and  justice,  refer 
ence  should  be  made  to  a  song  recently  published  by 
two  gentlemen  of  New  York  City,  George  Graff,  Jr., 
author,  and  E.  R.  Ball,  composer,  entitled  "  Let  Us 
Have  Peace."  This  beautiful  song  is  dedicated  by 
permission  to  Hon.  William  H.  Taft  and  to  the  cause 
of  peace  the  world  over.  It  was  selected  by  Imre 
Kiralfy,  director-general  of  the  Anglo-American  ex 
position,  to  be  used  at  the  opening  celebrations 
commemorating  the  hundred  years  of  peace  between 
Great  Britain  and  the  United  States. 

Included  in  the  study  of  State  history  should  be  a 
due  measure  of  attention  to  State  songs.  Many 
particular  States,  perhaps  most  of  them,  have  their 
own  songs ;  and  every  State  in  the  Union  should 
have  its  proper  song,  or  songs,  sooner  or  later.  Some 
already  in  use  that  I  happen  to  know  about  are  the 
following  :  "  My  Old  Kentucky  Home,"  "  Maryland, 
My  Maryland,"  "Old  Virginia,"  "  The  West  Virginia 
Hills,"  "  The  Hills  of  Tennessee," 1  "  Illinois," 2  "  The 

1  E.  T.  Hildebrand,  Basic  City,  Va.,  is  the  composer  and 
the  owner  of  the  copyright. 

2  "Illinois"  may  be  found  in  a  booklet  entitled  "The  One 
Hundred  and  One  Best  Songs,"  issued  by  the  Cable  Co.,  Chicago. 


VALUE  OF  NATIONAL  AND  STATE  SONGS     249 

Red  Old  Hills  of  Georgia,"  and  "The  Old  North 
State." 

A  number  of  publishing  houses  in  various  parts  of 
the  country  have  upon  the  market  books  or  other 
collections  of  State  and  national  songs.  Among  the 
standard  collections  are  Songs  of  the  Nation  (Silver, 
Burdett  &  Co.,  Boston),  the  School  Song  Book 
(C.  C.  Birchard  &  Co.,  Boston),  and  Songs  for  School 
and  Flag  (Macmillan).  Among  other  firms  that 
publish  excellent  collections  of  patriotic  songs  are 
the  Orville  Brewer  Publishing  Company,  Chicago ; 
the  Hall-Mack  Company,  Philadelphia ;  Hinds,  Noble 
&  Eldredge,  New  York ;  Hall  &  McCreary,  Chicago ; 
and  the  A.  S.  Barnes  Company,  New  York. 

The  Children's  Library,  published  by  Doubleday, 
Page  &  Co.,  New  York,  contains  a  volume  entitled 
Songs,  edited  by  Dolores  M.  Bacon,  in  which  the 
teacher  of  history  and  the  teacher  of  literature  may 
find  many  helpful  pieces,  words  and  music.  The 
best  cheap  collection  of  patriotic  songs,  especially 
State  songs,  on  the  market  is  a  booklet  entitled  Songs 
of  the  People,  published  by  the  Ruebush-Kieffer 
Company,  Dayton,  Va. 

The  best  way  to  study  and  use  State  and  national 
songs  is,  of  course,  to  learn  the  words  and  music  and 
sing  them ;  but  much  variety  and  pleasure  may  be 
added  by  the  use  in  school  of  a  victrola  or  a  grafonola. 
These  machines  are  wonderfully  perfect  in  their 
reproduction  of  all  forms  of  music,  and  they  are  ad- 


250       HOW  TO  TEACH  AMERICAN  HISTORY 

justed  in  price  to  the  means  of  almost  any  school. 
They  offer  fine  possibilities  to  every  teacher  of  his 
tory  and  literature,  as  well  as  to  the  teacher  of 
music.  They  make  it  possible  for  the  children  of 
every  nation  to  hear  and  know  the  songs  of  all 
nations. 


CHAPTER  XXIII 
SOURCE    BOOKS    AND    SOURCE    MATERIALS 

THE  ordinary  child  in  reading  the  ordinary  book 
gets  no  idea  at  all  as  to  where  or  how  or  from  whom  the 
author  got  the  facts  stated  or  the  pictures  used  to 
illustrate  the  statements.  He  may  never  inquire 
about  these  things ;  nevertheless,  the  teacher  sooner 
or  later  should  cause  him  to  inquire;  and  it  will 
certainly  increase  his  interest  in  the  subject  presented 
and  promote  his  general  intelligence  to  know  some 
thing  of  the  sources  of  information.  The  experience 
is  akin  to  that  which  he  had  one  day  when  he  fol 
lowed  the  brook,  the  familiar  brook  along  which  he 
had  spent  many  happy  days,  across  the  meadows, 
through  the  foothills,  into  the  mountain  gap,  and  on 
up  into  the  great  "  kettle  "  in  the  peak,  where  the 
springs  gush  up  clear  and  cold.  The  brook  had  a 
new  meaning  to  him  from  that  day.  He  had  found 
the  source. 

By  sources  of  history  we  usually  mean  records  of 
some  reliable  sort  contemporary  with  the  events 
recorded.  Such  records  are  most  frequently  docu 
ments,  writings,  produced  at  the  time  and  place, 
or  near  the  time  and  place,  associated  with  the 

251 


252       HOW  TO  TEACH  AMERICAN  HISTORY 

events.  For  example,  we  have  a  letter  written 
by  Columbus  to  an  official  of  the  Spanish  court, 
telling  about  his  first  voyage  to  America  —  written, 
perhaps,  during  the  latter  part  of  the  voyage. 
This  letter  is  an  interesting  and  valuable  source 
of  information  concerning  that  memorable  voy 
age.  Again,  during  the  sessions  of  the  Consti 
tutional  Convention  at  Philadelphia  in  1787  James 
Madison,  a  member  of  the  Convention,  kept  a 
journal  of  the  proceedings.  We  have  the  journal 
or  copies  of  it,  and  it  is  a  most  valuable  source  con 
cerning  the  framing  of  the  Federal  Constitution. 
The  Declaration  of  Independence  is  a  stirring  con 
temporary  statement  of  the  causes  of  the  Revolu 
tion.  Washington's  Farewell  Address  is  a  source, 
and  an  authoritative  source,  as  to  Washington's 
principles  of  statesmanship.  Why  should  we  spend 
all  our  time  reading  what  the  third  or  fourth  or  the 
fiftieth  man  says  about  Washington's  political  views 
when  we  can  read  what  he  himself  said?  Why  not 
go  to  the  source  ? 

In  source  books  arranged  for  use  in  schools  the 
documents  have  been  reproduced,  usually  being 
printed  verbatim  from  the  original  written  form. 
Sometimes  they  are  reproduced  almost  exactly,  by 
photography.  Occasionally  they  are  given  in  the 
most  accurate  translations  possible,  from  the  originals 
which  are  in  a  foreign  language.  In  every  case  these 
reproductions  are  arranged  in  some  kind  of  order, 


SOURCE  BOOKS  AND  SOURCE  MATERIALS     253 

topical  or  chronological  generally,  and  frequently 
according  to  both  topics  and  time.  Each  document  is 
usually  preceded  by  an  introductory  note,  which  gives 
the  historical  setting.  At  other  places  other  notes 
may 'appear,  giving  the  meaning  of  obsolete  words, 
explaining  obscure  statements  and  references,  etc. 

Here  is  presented  a  brief  list  of  source  books  for 
American  history,  most  of  which  may  be  obtained 
without  much  difficulty. 

CALDWELL:  American  History  Studies :  Selections  from  Sources ; 

H.  W.  Caldwell,  Lincoln,  Neb.,  1897. 
CALDWELL  :   A  Source  History  of  the  United  States;   with  Per- 

singer;  Ainsworth  &  Co.,  Chicago. 
HART:   Source-Book  of  American  History;  The  Macmillan  Co., 

New  York. 

HART  :  Source  Readers  in  American  History  : 
No.  1,  Colonial  Children; 
No.  2,  Camps  and  Firesides  of  the  Revolution; 
No.  3,  How  Our  Grandfathers  Lived; 
No.  4,  The  Romance  of  the  Civil  War; 

The  Macmillan  Co.,  New  York. 
HART:  American  History  Leaflets ;  with  Channing ;  New  York, 

1892-1896. 
HUMPHREY:     American   Colonial    Tracts;   G.   P.   Humphrey, 

Rochester,  N.Y. 
KENT:  Library  of  Southern  Literature ;  15  volumes;  with  various 

editors;   The  Martin  &  Hoyt  Co.,  Atlanta,  Ga. 

:  Liberty  Bell  Leaflets;  Philadelphia,  1899—. 

McCoNNELL:  Selections  from  Southern  Orators ;  The  Macmillan 

Co.,  New  York. 
MACDONALD  :    Documentary  Source  Book  of  American  History, 

1606-1898',  The  Macmillan  Co.,  New  York. 


254       HOW  TO  TEACH  AMERICAN  HISTORY 

MACDONALD:  Select  Documents,  1776-1861 ;  New  York,  1898. 

MEAD  :  Old  South  Leaflets;  E.  D.  Mead,  Boston,  1883—. 

RICHARDSON:  Messages  and  Papers  of  the  Presidents;  10  vol 
umes  ;  Bureau  of  National  Literature  and  Art,  1903. 

STEDMAN:  Library  of  American  Literature;  11  volumes;  with 
Hutchinson ;  New  York,  1888-1890. 

THORPE:  Federal  and  State  Constitutions,  Colonial  Charters, 
etc. ;  8  volumes ;  Government  Printing  Office,  Washington, 
1909. 

WOODBURN  :  American  Orations;  New  York,  1898. 

Not  only  documents,  but  also  inscriptions  on  mon 
uments,  coins,  weapons,  pictures,  and  like  things, 
supply  sources  of  information  to  the  history  student. 
All  over  this  great  country  of  ours  —  all  over  the 
world  —  are  history  sources  in  old  buildings,  ruins, 
costumes,  implements,  and  furniture.  The  old  State 
House  in  Boston,  with  Faneuil  Hall,  Old  South 
Church,  and  the  Old  North  Church ;  Trinity  Church 
and  churchyard  in  New  York  City,  with  Wall  Street, 
and  Battery  Park;  Independence  Hall  in  Philadel 
phia,  with  Carpenters'  Hall,  the  Betsy  Ross  House, 
and  Penn's  Cottage ;  the  national  museums  and  art 
galleries  of  Washington ;  old  St.  John's  Church  and 
other  buildings  in  Richmond ;  ancient  landmarks  of 
the  Spanish  days  at  St.  Augustine  and  many  other 
places  in  the  South :  all  these  and  many  more  serve 
to  bring  the  past  down  into  the  present  with  a  mean 
ingful  reality.  Every  city  and  nearly  every  town  has 
numerous  sources  of  history  in  this,  that,  or  the 
other  form. 


SOURCE  BOOKS  AND  SOURCE  MATERIALS     255 

In  addition  to  the  source  books,  and  so  on,  listed 
above  there  are  many  other  publications  easily  ac 
cessible  to  the  student  and  teacher  of  history  which 
contain  source  materials  of  great  variety,  interest, 
and  value.  The  historical  magazines  published  in 
nearly  every  section  of  the  country  frequently  con 
tain  rare  materials  not  generally  available.  The 
Congressional  Globe,  the  Congressional  Record,  and 
the  collected  Acts  of  state  legislatures  are  rich  mines 
of  treasure  for  the  antiquarian,  as  are  also  county 
records,  published  and  unpublished,  with  the  an 
nual  journals  and  reports  of  educational,  religious, 
and  scientific  organizations. 

Files  of  old  newspapers,  magazines,  and  almanacs 
are  often  some  of  the  most  interesting  and  satisfac 
tory  sources  of  history.  Numerous  diaries  and  jour 
nals,  published  and  unpublished,  are  to  be  found 
nearly  everywhere.  Time  will  add  to  their  interest 
and  value.  A  Confederate  Girl's  Diary,  just  given  to 
the  public  (1913)  by  theHoughton  Mifflin  Company, 
Boston,  is  a  notable  example.  Books  of  travel,  often 
written  by  foreign  scholars,  give  us  glimpses  of 
ourselves  through  the  eyes  of  others.  Burnaby's 
Travels  Through  North  America  (A.  Wessels  Co., 
New  York,  1904)  is  an  excellent  example  of  this 
class  of  source  books. 

Some  of  the  values  to  be  realized  from  the  use  of 
source  books  and  source  materials  in  schools  may 
be  indicated  briefly  in  tabular  form :  — 


256       HOW  TO  TEACH  AMERICAN  HISTORY 

1.  They  illuminate  the  textbook  and  quicken  the 
historical  imagination. 

2.  They  make  the  picture  more  vivid  and  vital, 
producing  a  sense  of  reality  not  felt  in  long-distance 
accounts. 

3.  They  give  the  pupil  definite  notions ;  they  make 
things  plain. 

4.  They  emphasize  the  personal  element  in  history  ; 
they  give  one  an  intimate  personal  acquaintance  with 
great  men  and  women  of  the  past.     They  make  the 
bonds  of  personal  sympathy  more  keen  and  intelligent. 

5.  They  have  a  decided  value  in  economy.     Owing 
to  their  directness,  definiteness,  and  comprehensive 
ness,  they  give  more  complete  information  in  a  few 
pages  than  might  be  acquired  apart  from  them  in 
many  pages  of  description.     For  example,  in  teach 
ing  civil  government,  more  definite  information  may 
be  obtained  from  the  Federal  Constitution  concern 
ing  the  national  government,  or  from  a  state  consti 
tution  concerning  the  corresponding  state  govern 
ment,  than  from  three  or  four  times  as  much  other 
matter  in  the  average  textbook. 

6.  Sources  stimulate  interest. 

7.  After  studying  the  sources  the  student  is  con 
scious  of  a  new  sense  of  certainty.     He  feels  that  he 
is  justified  in  drawing  conclusions  for  himself. 

Not  many  of  the  sources  listed  above,  except  the 
four  volumes  of  source  readers,  could  be  used  in 
the  grades.  More  liberal  use  of  sources  may  be  made 
in  the  high  school,  the  normal  school,  and  the  college. 


CHAPTER  XXIV 

ON  VOYAGES  OF  DISCOVERY 

IN  reaching  America  Columbus  had  the  joy  of  tri 
umph,  in  that  he  believed  he  had  accomplished  what 
he  had  set  out  to  do ;  and,  as  Joaquin  Miller  says, 
he  gave  the  world  its  grandest  lesson :  "  Sail  on !  " 
Yet  Columbus  missed  a  keener  joy  —  the  thrill  of 
knowing  that  he  had  found  a  new  world  —  or,  more 
exactly,  a  world  that  was  lost.  The  joy  of  achieve 
ment  has  ever  reached  its  rarest  heights  in  the  heart- 
leap  of  discovery.  We  must  respect  the  emotion  of 
Balboa  when  he  first  beheld  the  Pacific,  and  of  Coper 
nicus  when  he  found  the  true  center  of  the  physical 
universe ;  for  it  is  right  that  the  desire  to  add  some 
thing  to  the  common  store  should  stir  the  soul,  and 
that  it  should  leap  with  joy  when  it  finds  a  new  treas 
ure  for  the  sons  of  men. 

Fortunately,  too,  the  joy  of  discovery  is  not  re 
served  for  those  alone  who  find  new  continents  or 
new  oceans  or  new  centers  of  the  world.  The  child 
may  have  this  joy  by  finding  a  shining  pebble  in  the 
brook,  or  by  discovering  that  he  can  whistle  or  swim. 
Perhaps  the  keenest  joys  come  in  the  discovery  of  un 
suspected  powers  for  good  achievement  within  our- 

s  257 


258      HOW  TO  TEACH  AMERICAN  HISTORY 

selves.  The  best  discovery  is  often  made  in  finding 
oneself.  Moreover,  a  little  triumph  of  discovery 
in  the  world  without  often  leads  to  greater  awaken 
ings  in  the  world  within.  Dr.  M.  G.  Brumbaugh 
tells  of  a  backward  boy  who  for  a  year  was  dull  and 
listless.  Finally,  one  rainy  afternoon  in  early  sum 
mer,  going  out  with  his  classmates  upon  a  botany 
excursion,  he  unexpectedly  found  a  rare  white  orchid. 
The  beauty  of  that  white  flower  and  the  thrill  of  joy 
attending  the  finding  of  it  awoke  that  boy's  long- 
sleeping  spirit,  and  marked  the  beginning  of  a  life 
of  splendid  achievement. 

Occasionally  in  a  history  class  some  child  seems  to 
take  little  or  no  interest  in  what  others  have  done. 
This  may  be  the  time  to  set  him  doing  something. 
If  he  is  not  stirred  by  the  discoveries  others  have 
made,  perhaps  he  will  be  aroused  to  interest  and  con 
tinued  effort  if  he  is  led  to  make  a  discovery  for  him 
self.  But  what  can  he  do?  What  can  a  child  dis 
cover  in  history  ? 

The  chances  are,  of  course,  that  any  discovery  he 
may  make  will  have  but  little  value  for  others  ;  but 
if  it  have  even  the  least  value  for  him,  it  will  be  well 
worth  while. 

One  of  the  most  interesting  exercises  I  have  ever 
found  for  my  classes  may  be  called  The  Voyage  of 
Discovery.  I  say  to  the  class  :  — 

"During  the  next  month  I  want  each  one  of  you  to  go 
out  and  find  something  new.  It  may  be  anything  of 


ON  VOYAGES  OF  DISCOVERY  259 

historical  interest,  but  I  prefer  that  you  find  something 
in  your  own  community.  Look  about  in  your  neighbor 
hood  —  in  your  own  home.  Ask  your  father  or  your 
grandfather,  or  any  one  else  that  you  think  may  know 
something  of  historical  interest,  to  tell  you  about  some 
persons  or  events  of  the  past.  Try  to  find  something 
that  is  not  widely  known.  If  possible,  find  something 
that  has  never  been  written  out  or  printed.  Take  pains 
to  get  the  exact  and  complete  facts;  write  them  out 
accurately  in  good  form ;  and  at  the  end  of  the  month 
bring  in  your  discoveries.  We  shall  have  a  red-letter  day 
for  opening  and  reading  these  stories." 

Always  there  are  members  of  the  class  who  at  first 
despair  of  finding  anything;  but  in  a  little  while 
every  one  sets  out  upon  his  voyage  in  earnest.  A 
few  perhaps  need  to  be  aided  further  by  judicious 
suggestions ;  but,  so  far  as  I  now  recall,  no  one  has 
ever  failed  to  discover  something;  and  all  enjoy 
the  search  and  the  results  therefrom.  Some  of  these 
discoveries  have  been  well  worth  preserving. 

Even  children  in  the  grades  can  make  discoveries 
of  this  sort.  So  far  as  values  in  enlarged  interest  are 
concerned,  they  may  perhaps  be  realized  in  the  grades 
better  than  anywhere  else.  The  natural  enthusiasm 
of  childhood  lends  itself  finely  to  the  processes  of 
seeking  and  finding. 

Some  of  the  sources  to  which  students  may  go  on 
these  voyages  of  discovery  are  indicated  below. 
For  the  child,  the  teacher  must  in  some  measure 


260       HOW  TO  TEACH  AMERICAN  HISTORY 

point  the  way.  Advanced  students  should  be  able 
to  perceive  fields  of  possibilities  for  themselves,  but 
even  for  them  a  few  guideposts  may  be  useful.  Ac 
cordingly,  the  list  of  sources  herewith  presented  is 
intended  to  be  helpful,  at  least  in  suggestion,  to  stu 
dents  in  high  schools,  normal  schools,  and  colleges, 
as  well  as  to  pupils  in  the  grades. 

A  LIST  OF  SOURCES 

SOME    FIELDS   FOR   DISCOVERY 

1.  County  records.  —  In  every  county-seat,  partic 
ularly  in  the  older  counties,  are  to  be  found  veritable 
treasures  for  the  student  of  history.     The  records  of 
deeds,  wills,  and  land  surveys  often  contain  materials 
of  real  and  unsuspected  interest.     Lists  of  property, 
real  and  personal,  made  out  for  purposes  of  taxation, 
or  recorded  in  deeds  of  trust  and  other  mortgages, 
are  often  illuminating  with  reference  to  social  and 
economic    conditions.     The  minute    books    of   the 
courts  of  long  ago  are  nearly  always  rich  in  a  variety 
of   valuable   historical   materials.     Only   advanced 
students,  however,  are  able  to  use  such  records  to 
much  advantage. 

2.  Records  belonging  to  old  churches,  educational 
institutions,  and  patriotic  societies.  —  These  may  be 
found   in  the  form  of   registers  of  marriages   and 
baptisms,  records  of  business  meetings,  minutes  of 
faculties  and  committees,  catalogues  and  bulletins, 


ON  VOYAGES  OF  DISCOVERY  261 

constitutions  and  by-laws,  programs,  and  lists  of 
names. 

3.  Old    daybooks,    ledgers,    and    other    business 
records.  —  One  of  the  most  interesting  sources  I 
have  ever  seen  is  an  old  daybook  that  was  used  by  a 
country  merchant  during  the  beginnings  of  the  Revo 
lutionary  War.     On  one  of  the  fly-leaves,  for  example, 
is  a  list  of  supplies  contributed  for  the  relief  of  the 
far-away  "  Bostonians,"  whose  port  at  that  time  was 
blockaded  under  the  famous  Boston  Port  Bill. 

4.  Old  buildings  and  ruins.  —  Many  old  dwelling 
houses  have  quaint  inscriptions  here  or  there,  or  they 
are  invested  with  an  interesting  history  that  is  known 
to  only  a  few  persons. 

6.  Unmarked  places  of  historic  interest. —  In  every 
neighborhood  there  are  places  with  which  are  asso 
ciated  striking  incidents  of  more  or  less  significance. 
The  exact  location  of  many  of  these  places  is  known 
to  only  a  few  individuals  who  will  soon  pass  away. 
It  is  a  real  service  to  the  community  and  to  posterity 
when  the  story  of  such  a  place  is  discovered  by  one 
who  will  take  the  pains  to  write  it  down.  Aged  per 
sons  with  good  memories  should  be  sought  out  and 
consulted  by  the  student  and  teacher  of  local  history. 

6.  Old  letters,  diaries,  and  other  personal  records 
of  a  generation  or  two  past.  —  Old  letters,  especially, 
are  often  rich  sources  for  facts  and  incidents  that 
have  much  more  than  a  local  interest.  For  example, 
I  have  before  me  a  letter  that  was  written  from  the 


262       HOW  TO  TEACH  AMERICAN  HISTORY 

California  gold  fields  shortly  after  the  rush  to  the 
Golden  Gate.  It  contains  first-hand  information 
about  social  and  economic  conditions  that  are  full 
of  interest  and  value  to  the  student  of  history  and 
sociology.  Old  trunks,  bureaus,  chests,  and  writing 
desks  frequently  contain  real  treasures  that  may  be 
found  with  little  effort.1 

1  In  connection  with  the  subject  of  this  chapter  an  article 
entitled  "An  Experiment  in  Teaching  Local  History,"  by  Eliza 
beth  B.  White,  in  the  History  Teacher's  Magazine,  September, 
1913,  will  be  found  of  particular  interest. 


CHAPTER  XXV 
MNEMONIC   DEVICES 

THE  notion  that  history  is  merely  a  "  memory  sub 
ject  "  and  that  one  cannot  study  history  profitably 
without  memorizing  a  great  many  dates,  with  page 
after  page  of  statements,  word  for  word,  is,  of  course, 
erroneous ;  but  we  may  as  well  admit  the  fact  that 
memory  is  a  necessary  power  in  the  study  and  use  of 
history  as  well  as  in  everything  else  in  the  curriculum. 
Imagination  and  thought  are  possible  only  when 
memory  supplies  ready  materials  and  serves  as  a  basis 
of  operation.  Likewise,  the  definite  matter  of  his 
tory  can  have  a  positive,  everyday  value  in  thought, 
in  speech,  in  action  only  when  the  memory  holds  it 
faithfully  before  us.  The  student  in  school  needs  no 
argument  to  convince  him  that  a  good  many  things  in 
history  must  be  remembered.  The  teacher  of  his 
tory  should  profit  by  his  pupil's  conviction.  Any 
teacher  who  is  under  the  necessity  of  consulting  the 
chronicle  for  every  date,  the  index  for  every  name, 
and  the  encyclopedia  for  every  fact  in  every  half 
hour  that  he  stands  before  his  class  must  be  greatly 
handicapped,  not  to  say  embarrassed. 

There  are  some  persons  of  "  blessed  memory. " 

263 


264       HOW  TO  TEACH  AMERICAN  HISTORY 

That  is  to  say,  they  can  remember  names,  places, 
facts,  and  dates  almost  without  an  effort.  But  such 
persons  are  few.  The  majority  of  us  must  make  a 
special  effort  to  fix  an  impression,  and  then  more 
special  effort  to  deepen  it  and  command  it.  There  is 
no  magic  trick  for  remembering  history  any  more 
than  there  is  such  a  trick  for  remembering  the  rules 
of  grammar  or  the  formulae  of  chemistry.  However, 
remembering  history  ought  to  be  much  easier  than 
the  remembering  of  either  of  the  other  subjects 
named.  History  is  such  an  interesting,  connected, 
logical  order  that  it  lends  itself  naturally  to  the  pro 
cesses  of  memory.  Just  as  it  is  easier  to  remember  a 
story  or  a  poem  than  it  is  to  remember  a  lot  of  dis 
connected  sentences  or  numbers,  so  it  is  easier  to 
retain  a  mental  grip  on  history  than  on  any  subject 
in  which  human  interest  is  lacking  or  the  reason 
searches  vainly  for  whys  and  wherefores.  Because 
of  its  multiplicity  of  incident  and  the  logic  of  its 
constructive  principles  history  clutches  the  memory 
circumstantial  and  beckons  the  memory  philosophi 
cal.  It  would  perhaps  be  more  strictly  true  to  say 
that  the  memory  clutches  history.  There  is  a  magic 
here,  but  it  is  the  magic  that  makes  every  memory 
wonderful.  No  new  power  is  needed ;  we  only  need 
to  know  the  powers  we  have,  and  how  to  use  them. 
Accordingly,  the  relations  of  resemblance,  contrast, 
contiguity  in  time  and  place,  cause  and  effect,  all 
combine  in  aiding  the  memory  in  history ;  and  these 


MNEMONIC  DEVICES  265 

ordinary  forces  are  generally  adequate  for  all  ordinary 
purposes  and  persons.  Nevertheless,  once  in  a  while 
some  special  device  may  be  used  to  advantage. 
Every  device  suggested  herein  is  simple  and  natural, 
and  is  presented  as  an  illustration  of  what  the  student 
may  find  for  himself  rather  than  as  something  made 
and  given  by  another.  No  artificial  system  of  mne 
monics  is  outlined  or  even  recommended.  Most  such 
systems  are  worse  burdens  in  themselves  than  are  the 
friendly  facts  they  are  supposed  to  carry. 

One  of  the  best  ways  to  aid  memory  is  to  write 
down  carefully  and  plainly  the  thing  to  be  remem 
bered.  If  some  unique  or  striking  form  is  employed, 
the  mnemonic  value  is  increased.  The  following 
outlines  may  serve  to  illustrate  this  suggestion. 

FOUR  EVENTFUL  APRILS 

1775  —  April  19,  Battle  of  Lexington 

1861  —  April  14,  Fort  Sumter  evacuated 

15,  Volunteers  called  for  by  Lincoln 

19,  First  bloodshed  (in  Baltimore) 

20,  Norfolk  navy  yard  captured 

1862  —  April    6,  7,  Battle  of  Shiloh 

7,  Island  No.  10  captured 
11,  Fort  Pulaski  captured 
25,  New  Orleans  captured 
1865  —  April    1,  Battle  of  Five  Forks 

2,  Fall  of  Petersburg 

3,  Fall  of  Richmond 


266       HOW  TO  TEACH  AMERICAN  HISTORY 

1865  —  April    9,  Lee's  surrender 

14,  Lincoln  assassinated 
26,  Johnston's  surrender 

FOUR  STEPS  OF  STRUGGLE  IN  AMERICAN  HISTORY 

I.  The  Struggle  for  Life  —  1492-1789 

II.  The  Struggle  of  Factions  —  1789-1820 

III.  The  Struggle  of  Sections  —  1820-1877 

IV.  The  Struggle  of  Classes  —  1877- 

Frequently  the  tenacity  of  a  form  may  be  increased 
by  putting  into  it  a  forced  alliteration  or  other  repe- 
tend  of  sound,  as  in  the  following  examples :  — 


I.   Construction  —  1776-1789 

II.  Destruction  —  1860-1865 
III.   Reconstruction  — 1865-1877 

B 

I.   The  Finding  of  the  New  World,  1000-1565 

II.   The  Founding  of  the  Colonies,  1565-1733 

III.  The  Fledging  of  the  Colonies,  1733-1765 

IV.  The  Freeing  of  the  Colonies,  1765-1783 
V.   The  Framing  of  the  Nation,  1783-1789 

VI.   The  Forming  of  Political  Parties,  1789-1820 

VII.  The  Debate  over  Slavery,  1820-1850 

VIII.   War  Clouds  Brewing,  1850-1860 

IX.   War  Clouds  Bursting,  1860-1865 


MNEMONIC  DEVICES  267 

X.   War  Clouds  Breaking,  1865-1877 

XL   The  Clearer  Sky,  1877- 

Sometimes  a  date  written  altogether  in  figures 
presents  a  striking  form,  as,  for  example,  the  date  of 
the  signing  of  the  Great  Charter,  June  15,  1215; 
otherwise,  6,  15,  12,  15.  The  date  of  Burgoyne's 
surrender  is  a  notable  combination  of  eight  and 
seven:  Oct.  17,  1777;  otherwise,  Oct.  17,  17,  77; 
or,  10,  17,  17,  77. 

See  how  easy  it  is  to  remember  the  victories  of 
Perry  and  Macdonough  on  the  Lakes,  in  the  War  of 
1812,  when  the  dates  are  written  together  thus  :  — 

Perry,  on  Lake  Erie,   Sept.  10,  1813 ;  or  9,  10,  1813. 
Macdonough  on  Lake  Sept.  11,  1814;  or  9,  11,  1814. 
Champlain, 

It  happens  that  there  are  some  very  striking 
resemblances  between  the  7th  President  of  the  United 
States  and  the  17th  President,  some  of  which  may 
be  suggested  by  the  remarkable  similarities  in  their 
names,  etc. :  — 

7th  President,  Andrew  Jackson. 
17th  President,  Andrew  Johnson. 

The  initial  history  of  the  Monroe  Doctrine  neces 
sitates  some  reference  to  the  Holy  Alliance.  The 
curious  word  formed  by  the  several  letters  beginning 
the  two  parts  of  the  name,  and  the  names  of  the 


268       HOW  TO  TEACH  AMERICAN  HISTORY 

countries   that   composed   the   Holy  Alliance,   will 
stick  to  the  memory  like  a  scene  of  childhood  :  — 

Holy  Alliance :  Russia,  Austria,  Prussia 
HA  R  A  P 

Whatever  Harap  may  be  or  mean,  it  helps  me  to 
remember  the  Holy  Alliance  and  the  countries  that 
made  it  up.  The  character  and  purpose  of  the 
Alliance  may  be  set  forth  upon  the  same  curious 
word  —  if  it  be  a  word  :  — 

H  — Holy  H  — Holy 

A  —  Alliance  A  —  Alliance 

R  —  Religion  R  —  Reactionary 

A  —  And  A  —  Absolutism 

P  —  Peace  Pretended ;  but  the  P  —  Promoted 

The  medieval  trivium  and  quadrivium  may  be 
remembered  easily  by  a  similar  device :  — 

TRIVIUM 

Grammar,  Rhetoric,  Logic ; 
G  R  L 

QUADRIVIUM 

Music,  Arithmetic,  Geometry,  Astronomy 
MA  G  A 

The  Grl  Maga  is  a  little  maid  who  will  come  at  your 
call,  and  who  will  prove  a  friend  in  need. 


MNEMONIC  DEVICES  269 

A  number  of  devices  for  remembering  the  names  of 
the  Presidents  in  order  have  been  published.  The 
following  one,  brought  to  my  attention  by  one  of  my 
pupils,  is  about  the  best  I  have  seen :  — 

"  Washington  4nd  Jefferson  Made  Many  A  Joke.  Van 
Buren  Had  Trouble  Plenty  To  Find  Proper  Banknotes. 
Let  Johnson  Go  Home  Grinning  At  Congress  Heartily. 
Cleveland  Made  Roosevelt  Tarry  Wilfully." 

In  this  mnemonic  the  names  of  some  of  the  Pres 
idents  appear  in  their  places,  and  the  initials  of  the 
others  are  given  in  their  proper  order  in  the  initial 
letters  of  the  respective  words. 

One  other  example  must  suffice.  This  was  given 
me  several  years  ago  by  Dr.  S.  Rolfe  Millar,  who 
said  that  it  was  seen  one  day,  written  upon  a  sheet 
of  paper,  hanging  on  the  wall  of  Richard  T.  Ely's 
room,  while  the  latter  was  a  student  at  the  University 
of  Heidelberg.  It  is  a  key  to  the  names  of  the  royal 
families  of  Great  Britain,  beginning  with  the  Nor 
mans  and  coming  down  to  the  present :  — 

"No  plan  like  yours  to  study  history  or  biography. 
No  —  Norman 

Plan  —  Plantagenet 

Like  —  Lancaster 

Yours  —  York 

To  -  Tudor 

Study  —  Stuart 

History  or  Biography  —  Hanover  or  Brunswick  " 


270       HOW  TO  TEACH  AMERICAN  HISTORY 

This  is  not  only  a  clever  device  to  aid  the  memory, 
but  it  also  suggests  a  vital  truth  to  the  student  and 
teacher.  There  is  no  plan  like  yours  —  no  plan  so 
good  as  yours,  if  yours  is  a  good  plan  —  for  studying 
or  teaching.  There  is  probably  no  device  that  will 
aid  your  memory  so  much  as  one  that  you  discover  or 
invent  for  yourself.  As  a  student,  you  should  de 
velop  some  plans  and  methods  of  your  own,  and 
these  should  be  ever  ready  and  useful,  even  if  you 
forget  what  others  have  suggested.  As  a  teacher, 
you  should  be  observant,  inventive,  and  courageous, 
ready  to  try  and  test  what  your  reason,  your  ex 
perience,  or  your  aims  may  suggest,  or  your  needs 
may  demand.  The  good  teacher's  best  plans  are 
his  own  plans ;  and  no  one  is  a  good  teacher  without 
having  some  plans  of  his  own. 


CHAPTER  XXVI 
DEVICES  FOR  REVIEW  AND  RECREATION 

IN  this  chapter  it  is  my  purpose  to  indicate  in 
brief,  tabular  form  some  particular  things  that  may 
be  done  in  history  classes  for  the  sake  of  both  knowl 
edge  and  pleasure.  These  things  are  indicated 
here  in  a  separate  division  because  they  may  be 
properly  regarded  as  somewhat  out  of  the  ordinary, 
and  hence  to  be  used  only  occasionally.  It  should 
be  understood,  however,  that  they  are  all  things 
that  are  practicable  and  easy  to  carry  out.  Every 
one  of  them  has  been  tested  and  approved  by  actual 
class  room  experiment. 

1.  Biographical  review.  —  This  may  come  in  very 
appropriately  at  the  end  of  a  quarter  or  a  session, 
at  the  end  of  a  book,  or  at  the  end  of  a  course.  It 
may  also  be  used  at  the  beginning  of  a  session  for  the 
purpose  of  recalling  leading  characters  and  events, 
and  thus  getting  a  fresh  grip  upon  past  work  as  a 
good  start  for  new  progress.  The  process  is  logical 
and  simple.  The  teacher  makes  out  a  list  of  promi 
nent  names  in  the  field  of  history  last  covered, 
arranging  them  chronologically.  They  are  assigned, 
in  order,  to  particular  members  of  the  class  for 

271 


272       HOW  TO  TEACH  AMERICAN  HISTORY 

special  study.  On  each  character  the  proper  stu 
dent  prepares  a  two-minute  report  in  which  an 
effort  is  made  to  point  out  the  special  significance 
of  the  man's  work,  as  well  as  to  state  leading  bio 
graphical  facts. 

At  the  meeting  of  the  class  the  teacher  calls  for  the 
reports  in  order,  each  pupil  rising  in  his  place  and 
responding  promptly.  In  a  half  hour  a  dozen  such 
reports  may  be  made,  and  as  many  assignments 
given  out  for  the  next  day.  Three  or  four  days  may 
be  required  to  complete  the  series. 

2.  Who's  Who  in  America?  —  A  profitable  ex 
ercise  that  logically  follows  the  one  outlined  above 
is  the  identification  of  the  personages  concerning 
whom  reports  have  been  recently  given  in  class. 
Divide  the  class  into  two  groups,  or  sides,  as  for  the 
old-time  spelling  match.  Let  the  teacher  call  out 
the  name  of  a  particular  historical  character,  and 
let  the  proper  student,  on  the  proper  side,  give  a 
satisfactory  identification.  If  he  fail  in  this,  let 
the  name  be  passed  to  the  proper  student  on  the 
opposite  side.  Let  each  failure  put  the  "  failer  " 
down  and  out,  for  the  time. 

If  it  is  known  that  such  a  contest  as  this  may  fol 
low  the  biographical  reports,  better  attention  may 
thereby  be  secured  to  those  reports ;  and  the  exercise 
of  identification  will  not  only  test  the  memory,  but 
will  also  give  training  in  the  selection  of  significant 
facts  regarding  each  person  identified.  The  teacher 


DEVICES  FOR  REVIEW  AND  RECREATION     273 

should  insist  upon  accurate  and  satisfactory  state 
ments  in  every  instance. 

3.  Proper  names  properly  spelled.  —  One  of  the 
very  best  exercises  for  review  or  recreation  in  a 
history  class  is  a  regular  spelling  match  over  the 
proper  names  of  history :   names  of  persons,  places, 
events,  occasions,  achievements,  and  so  on,  that  are 
spelled  with  capital  letters.     The  captains  should  be 
elected  in  advance,  and  they  should  have  the  class 
divided  before  the  period  of  the  contest  comes.     If 
they  will  hand  the  teacher  the  names  of  one  side, 
he  can  call  those  names  in  less  than  a  minute ;  then 
all  whose  names  are  not  called  will  compose  the 
opposite  side.     By  such  a  plan  only  a  minute  or  two 
will  be  required  for  preliminaries,  and  practically 
the   whole   period   will   be   available   for   spelling. 
Easy  names  should  be  given  for  the  first  round  or 
two ;  then  harder  ones  may  be  used. 

4.  A  battle  over  the  generals.  —  Many  persons 
get  the  generals  named  in  American  history  much 
confused.     Frequently  one  is  not  able  to  tell  whether 
Schimmelfennig,  for  example,  fought  in  the  Revolu 
tion  or  in  some  other  war ;  and  if  by  chance  he  should 
guess  the  proper  war,  he  could  not  tell,  to  save  his 
life,  whether  the  said  general  wore  blue  or  gray,  red 
or    buff.     Accordingly,    real    instruction    and    real 
pleasure  may  be  combined  in  a  contest  between  two 
classes,  or  two  parts  of  the  same  class,  in  which  the 
contestants  shall  be  called  upon  first  to  say  whether 


274       HOW  TO  TEACH  AMERICAN  HISTORY  ? 

such  and  such  a  general  figured  in  this  or  that  or  the 
other  war ;  and,  second,  to  tell  upon  which  side  he 
stood.  I  think  it  is  well  to  go  around  the  class  first, 
or  over  the  list  first,  having  the  officers  properly 
classified  as  to  wars;  then  take  a  second  round, 
requiring  each  contestant  to  tell  both  things : 

(1)  The  name  of  the  war  in  which  the  man  figured ; 

(2)  the  side  upon  which  he  fought. 

5.  Geographical  contest.  —  Hardly  anything  puz 
zles  a  history  student  so  much  as  a  question  in 
historical  geography.     Yet,  hardly  anything  is  more 
necessary  to  a  clear  and  complete  notion,  in  many 
instances,   than  a  definite  idea  of  geography.     A 
most  interesting  and  profitable  contest  may  be  had 
in  calling  for  the  location  of  particular  places  that 
figure  prominently  in  our  national  history.     First, 
the  location  of  the  place  may  be  called  for ;  second, 
a  definite  statement  regarding  the  thing  that  has 
made  the  place  famous.     Variety  may  be  secured 
if  the  teacher  will  occasionally  indicate  the  location 
of  the  place  himself,  and  then  ask  the  pupil  to  give 
the  name  of  the  place  described. 

6.  Chain-method    maps.  —  The    teacher    selects 
some  small,  simple  map  in  the  textbook  and  assigns 
a  small,  definite  part  of  it  to  one  pupil  after  another, 
until  every  part  of  the  map  has  been  assigned.     He 
then  assigns  the  same  parts,  in  the  same  order,  to 
another  group  of  pupils,  equal  in  number  to  the  first 
group.     Each  pupil  is  expected  to  practice  drawing 


DEVICES  FOR  REVIEW  AND   RECREATION     275 

his  particular  part  until  he  can  draw  it  quickly  and 
with  fair  accuracy.  In  a  day  or  two  the  two  groups 
are  put  to  work,  at  opposite  ends  or  sides  of  the  room. 
Each  "  artist  "  puts  in  his  part  in  regular  order,  from 
first  to  last.  The  group  that  finishes  first  makes 
the  first  score  in  the  contest ;  the  group  that  makes 
the  best  map  gets  the  second  score,  which  may  be 
double  in  value  to  the  first.  All  the  drawing  in 
the  contest  is  done,  of  course,  from  memory. 

7.  Our  first  citizens.  —  Some  day  you  may  give 
an  interesting  exercise  in  this  manner :  Announce 
that  upon  a  certain  occasion  in  the  near  future  a 
vote  will  be  taken  on  this  question :    "  What  man 
has  rendered   the  greatest   service   to   the  United 
States?  "     Announce   also   that  another  vote  will 
then  be  taken  for  the  second  honor,  on  the  question : 
"  What  man  after  .  .  .  has  rendered  the  greatest 
service  to  the  United  States?  " 

At  the  same  time,  or  upon  another  day,  take  votes 
to  accord  first  honor  and  second  honor  among  the 
great  women  of  our  land. 

Let  all  voting  be  by  written  ballot,  with  each  ballot 
containing  the  name  of  only  one  person.  The  first 
ballot  will  serve,  perhaps,  only  to  nominate  certain 
candidates.  Subsequent  ballots  may  be  taken  upon 
the  three  or  five  names  leading  in  the  first  ballot, 
until  one  name  gets  a  majority  of  the  votes. 

8.  Election  day.  —  In  history  or  civil  government 
a  voting  booth  may  be  prepared,  judges  and  clerks 


276      HOW  TO  TEACH  AMERICAN  HISTORY 

of  election  appointed,  and  a  form  of  election,  with 
the  Australian  ballot,  be  gone  through  with.  To 
make  the  proceedings  more  complete  and  instructive, 
a  registrar  may  be  appointed  some  time  in  advance, 
and  the  several  members  of  the  class  may  be  duly 
registered,  each  one  presenting  qualifications  that 
are  acceptable  under  the  state  and  national  con 
stitutions. 

9.  Date  contest.  —  The  principle  of  contest,  which 
adds  so  much  of  interest  and  enthusiasm  wherever 
it  is  applied,  may  be  utilized  in  making  up  the  list 
of  dates  suggested  in  Chapter  XXI.  For  example, 
if  an  approved  list  of  thirty  dates  in  American  history 
is  to  be  decided  upon,  let  each  member  of  the  class 
make  a  list  of  thirty  dates  for  consideration.  One 
after  the  other,  different  members  of  the  class  may 
be  called  upon  to  suggest  dates,  one  at  a  time,  for 
the  approved  list,  no  date  being  admitted  to  that  list 
without  a  certain  number  of  (say,  five  or  ten)  approv 
ing  votes,  the  teacher  retaining  a  veto  power  in  each 
case.  Probably  forty  or  more  dates,  of  all  those  sug 
gested,  will  receive  the  requisite  number  of  approving 
votes.  The  teacher  should  then  eliminate  ten,  or  the 
number  required,  to  bring  the  approved  list  down  to 
thirty.  Then  some  small  prize  may  be  awarded  to 
the  pupil  whose  personal  list  is  found  to  contain  the 
largest  number  of  dates  on  the  approved  list. 

Various  other  contests  with  dates  may  be  devised 
by  any  ingenious  teacher. 


DEVICES  FOR  REVIEW  AND  RECREATION     277 

10.  A  question  list.  —  One  of  the  most  helpful 
things  a  teacher  can  do  for  his  class  is  to  make  out 
for  them  a  list  of  questions  based  upon  the  textbook. 
These  questions  may  be  numbered   consecutively 
from   the  beginning,   and  may  be   few   or  many. 
This  is  so  simple  and  commonplace  that  one  hesitates 
to  mention  it  at  all,  but  it  is  so  practicable  and  is 
always  received  with  so  much  appreciation  that  it 
cannot  be  overlooked. 

11.  Question-box  day.  —  On  a  certain  day  each 
member  of  the  class  may  be  requested  to  write  out 
a  question  on  a  piece  of  paper  of  convenient  size 
and  drop  it  into  the  class  question  box  upon  coming 
into  the  room.     If  the  class  contain  only  ten  or 
twelve  members,  each  one  may  be  allowed  to  drop 
in  two  or  three  questions.     The  teacher  then  opens 
the  question  box  and  conducts  the  quiz  for  the  day 
altogether  from  the  pupils'  own  questions.     If  two 
or  more  days  at  the  end  of  a  quarter  should  be  set 
aside  for  review,  one  of  them  could  very  profitably 
be  used  as  question-box  day.    This  method  will  be 
found  interesting  and  helpful  at  any  time.    Before 
the  teacher  undertakes  it,  however,  he  should  be 
pretty  certain  of  the  ground  to  be  covered.     It  is 
not  a  very  easy  thing  for  the  inexperienced  teacher 
to  take  up  one  question  after  another  and  answer  it 
promptly  and  correctly  —  when  somebody  else  has 
framed  the  question.     It  should  be  understood,  of 
course,  that  only  reasonable  questions  are  to  be 


278       HOW  TO  TEACH  AMERICAN  HISTORY 

submitted.  Any  "  smart "  question,  or  any  one 
that  is  evidently  not  given  in  good  faith,  should  be 
cast  aside  without  ceremony.  To  insure  care  in 
every  question,  it  is  well  to  have  each  one  signed. 

12.  Class  debate.  —  An  occasional  formal  debate 
in  class,  on  some  question  of  historical  or  current 
interest,  may  be  made  both  instructive  and  enter 
taining.     Judges   should   be   secured   from   outside 
the  class,  if  possible. 

13.  Lantern  talks.  —  By  means  of  collections  of 
post  cards  or  lantern  slides  the  teacher  may  now  and 
then  illustrate  a  special  talk  that  will  be  illuminating 
to  his  pupils  regarding  this  or  that  subject.     His 
toric  places  lend  themselves  finely  to  such  methods. 
Whatever  approaches  the  eye-gate  is  likely  to  find 
ready  entrance  and  a  kind  welcome. 

14.  Picture    contest.  —  A   pleasing    variation   of 
No.  13  may  be  had  by  showing,  preferably  on  the 
lantern  screen,  a  lot  of  historical  pictures,  numbered 
but  not  named,  and  allowing  the  class  to  guess  the 
names  or  subjects.     The  series  may  include  portraits 
of  famous  men  and  women,  photographs  of  historic 
objects    and    places,    reproductions    of    well-known 
paintings,  a  map  or  two,  or  anything  of  like  helpful 
nature.     Each  member  of  the  class  may  write  his 
guess  after  the  respective  number,  as  the  pictures  are 
shown ;  and  at  the  end  a  prize  may  be  awarded  for 
the  best  list  of  answers. 


CHAPTER  XXVII 

HISTORY  NOTEBOOKS 

IN  this  chapter  we  shall  consider  first  the  teacher's 
own  notebook ;  second,  the  notebook  that  the 
pupil  may  make  under  the  teacher's  direction.  The 
subject  may  be  presented  at  the  beginning  of  a  course 
of  instruction,  to  give  the  student  practical  aid  at 
the  earliest  possible  moment. 

The  teacher's  notebook  should  be  for  him  a  ready 
manual,  a  portfolio  of  materials  and  plans  ready  for 
use.  The  pupil's  notebook  should  be  for  him  an  open 
laboratory,  as  well  as  a  volume  of  record.  In  every 
case,  however,  especially  in  normal  schools,  the 
pupil's  notebook  should  be  potentially,  if  not  de 
signedly,  a  teacher's  notebook.  Every  teacher 
should  be  able  to  use  in  some  measure,  as  a  teacher, 
the  notebook  he  formerly  made  as  a  pupil. 

Many  of  the  publishing  houses  nowadays  are  able 
to  supply  notebooks  prepared  in  advance,  in  outline, 
for  the  use  of  different  history  classes.  Some  of 
these  are  excellent,  especially  for  beginners  or  in 
experienced  pupils ;  and  more  particular  notice  will 
be  given  certain  ones  at  the  end  of  this  chapter.  For 
the  teacher,  however,  and  for  the  advanced  pupil, 

279 


280       HOW  TO  TEACH  AMERICAN  HISTORY 

I  am  of  the  opinion  that  no  notebook  is  quite  so  valu 
able,  either  in  the  process  of  construction  or  in  sub 
sequent  use,  as  the  book  made  wholly  by  himself, 
for  himself,  and  largely  in  his  own  way. 

The  teacher's  notebook  may  be  of  any  convenient 
size  or  form.  However,  if  the  pages  are  smaller  in 
size  than  8  by  10  inches,  the  space  on  a  page  will 
often  be  found  inadequate  for  various  purposes. 
Unruled  pages  will  be  found  preferable  in  most  cases. 
Maps,  outlines,  diagrams,  and  drawings  are  often 
interrupted  by  conventional  lines.  The  paper  of  a 
notebook  should  be  of  good  quality  and  of  sufficient 
weight  to  bear  pictures  and  clippings  pasted  on  it. 
On  the  whole,  the  most  satisfactory  combination  I 
have  found,  for  teacher  and  pupil  alike,  is  composed 
of  the  University  Note  Cover,  No.  6,  filled  with  both 
ruled  and  unruled  detachable  leaves.  The  advan 
tages  thus  secured  are  obvious.  This  book  is  elastic, 
not  only  in  the  sense  that  many  or  few  leaves  may 
be  carried  at  a  time,  but  also  in  the  sense  that 
pasted-in  clippings  and  pictures  will  not  strain  the 
binding.  Since  the  leaves  may  be  taken  out  at  any 
time,  and  may  be  arranged  in  any  desired  order, 
such  a  notebook  can  be  used  for  three  or  four  dif 
ferent  classes.  The  only  necessary  rule  is  this : 
"  Put  only  one  kind  of  notes  on  each  leaf."  The 
possibility  of  having  at  hand  either  ruled  or  un 
ruled  leaves  is  also  an  advantage.  For  ordinary 
line  writing  the  ruled  leaves  may  be  used ;  for  draw- 


HISTORY  NOTEBOOKS  281 

ings,  maps,  and  such  entries,  the  unruled  leaves  are 
available. 

Having  the  notebook  ready,  but  empty  as  yet, 
what  shall  be  put  into  it,  and  how?  The  answers 
here  must  vary  in  accordance  with  the  teacher's 
field  or  grade  of  work.  Obviously,  the  materials 
selected  and  the  manner  of  arrangement  must  be 
adapted  to  the  primary  grades,  if  the  teacher  is  a 
primary  teacher ;  and  the  same  is  true,  with  neces 
sary  changes,  for  the  high  school  teacher,  the  normal 
school  teacher,  and  the  college  teacher.  But  in  all 
grades  and  fields,  perhaps,  the  following  things  may 
be  found  desirable  and  appropriate. 

1.  Lesson  plans.  —  Every  teacher  should  have  a 
plan  of  some  sort.     It  may  be  elaborate  or  compen 
dious,  but  it  should  be  logical  and  workable.     It  may 
not  be  written  down  anywhere,  except  in  the  ready 
convolutions  of  the  teacher's  brain ;  but  if  it  be  writ 
ten  down  on  paper,  the  teacher's  notebook  is  a  good 
place   for   it.     Young   and   inexperienced    teachers 
will  find  the  making  of  lesson  plans  almost  as  help 
ful  as  the  actual  using  of  them.     The  lesson  plan, 
as  written  down,  may  consist  of  only  a  list  of  ques 
tions;  but  if  so,  the  notebook  is  a  good  place  for 
these  questions,  which  should  be  preserved,  at  least 
for  a  while,  for  use  in  review  or  for  the  teacher's 
own  reference. 

2.  Lists    of    names,    events,    and    dates.  —  The 
teacher  of  American  history  should  be  able  to  name 


282       HOW  TO  TEACH  AMERICAN  HISTORY 

offhand,  in  order,  all  the  Presidents  of  the  United 
States,  and  be  able  at  the  same  time  to  give  the  ap 
proximate  date  of  each  administration ;  but  until  he 
is  able  to  do  this  he  ought  to  have  the  names  neatly 
tabulated  in  his  notebook,  in  a  straight  column,  with 
the  proper  ordinal  numeral  preceding  each  name,  and 
the  exact  date  of  the  administration  following.  Such 
a  list  will  sometimes  be  needed  for  testing  the  pupils 
in  class,  and  will  always  be  convenient  for  reference. 
The  next  step  would  be  to  enlarge  this  outline  by 
writing  down  under  each  name  the  chief  events  of 
the  administration. 

In  a  similar  manner  the  teacher  may  have  ready  at 
hand  in  his  notebook  a  list  of  important  inventions, 
with  the  date  in  each  case  and  the  name  of  the  in 
ventor;  parallel  lists  of  Federal  and  Confederate 
generals ;  parallel  lists  of  Republican  and  Demo 
cratic  leaders ;  a  list  of  important  political  events  ; 
a  list  of  important  economic  and  industrial  events; 
a  list  of  recent  events  of  note;  a  list  of  subjects  of 
special  current  interest  and  significance.  All  these 
are  good ;  but  everything  mentioned  here  is  sug 
gested  rather  than  prescribed.  The  resourceful 
teacher  will  do  many  other  things,  all  of  which  may 
be,  perhaps,  better  for  him. 

3.  A  list  of  topics,  with  specific  references  to 
sources  of  information.  —  The  teacher  must  know 
not  only  what  topics  merit  special  study,  but  also 
where  definite  information  on  these  topics  may  be 


HISTORY  NOTEBOOKS  283 

found.  Accordingly,  it  is  well  for  every  teacher  to 
work  out  for  his  notebook  a  list  of  from  twenty  to 
fifty  such  topics  as  "  Home  Life  in  Colonial  Days/' 
"  The  Navigation  Acts/'  "  The  Making  of  the  Fed 
eral  Constitution/'  "  Protection  and  Free  Trade/' 
"  The  Westward  Movement/'  "  Immigration,"  put 
ting  down  under  each,  in  tabular  form,  a  number  of 
references  to  sources  of  information  and  illustration. 
The  topics  should  be  arranged  in  logical  or  chrono 
logical  order.  The  references  may  lead  to  archives, 
to  source  books,  to  general  or  special  treatises,  to 
articles  in  current  periodicals,  to  standard  works 
of  fiction,  to  historical  poems,  to  maps,  charts,  and 
pictures.  Each  reference  should  be  full  and  specific. 
A  reference  to  a  book  should  give  not  only  the  title 
of  the  book  and  the  author's  name,  but  also  the  ap 
propriate  chapter  and  pages.  References  to  periodi 
cals  should  give  at  least  the  name  of  the  article,  with 
the  exact  and  full  date  of  the  particular  issue  con 
taining  the  article,  in  each  case.  Some  of  the  best 
things  extant  on  many  history  topics  may  be  found 
in  standard  magazines,  and  often  nowhere  else. 

4.  Classified  lists  of  books  of  historical  interest.  — 
These  books  should  be  such  as  are  suitable  for  the 
school  libraries  of  different  grades  as  well  as  for  the 
home  reading  and  reference  of  the  children.  The 
teacher  will  find  such  lists  convenient  not  only  in 
finding  her  own  materials  and  in  assigning  work  to 
the  more  advanced  classes,  but  also  in  answering 


284       HOW  TO  TEACH  AMERICAN  HISTORY 

questions  from  principals  and  parents  regarding  the 
purchase  of  books  for  school  and  home. 

6.  Quotations  and  summaries.  —  Striking  state 
ments  of  great  historical  facts  are  found  in  every 
standard  work.  A  number  of  these  may,  with  inter 
est  and  profit,  be  assembled  in  the  teacher's  note 
book  for  use  in  class.  Each  one,  of  course,  should 
be  exactly  reproduced  and  properly  credited.  Brief 
summaries  of  extended  readings  are  convenient,  and 
the  making  of  such  summaries  is  an  excellent  exer 
cise  for  teacher  or  pupil. 

6.  Clippings  and  pictures.  —  If  a  teacher  does  not 
keep  a  complete  indexed  file  of  periodicals,  he  will 
find  it  very  desirable  to  preserve  in  his  notebook  a 
number  of  clippings  that  have  value  for  his  work. 
In  most  cases,  perhaps,  these  clippings  will  be  made 
from  papers  that  are  not  of  sufficient  value,  or  not 
esteemed  of  sufficient  value,  to  be  preserved  entire. 
Each  piece  selected  should  be  cut  out  neatly,  and 
pasted  into  the  notebook  at  some  place  where  it  has 
relation  to  its  surroundings.  Especial  care  should 
always  be  taken  to  put  under  each  clipping  the  name 
of  the  periodical  from  which  it  was  taken,  with  the 
exact  date  of  issue.  Great  collections  of  clippings  are 
often  rendered  almost  worthless  simply  because  they 
cannot  be  identified  with  any  authority  or  any  date. 

In  the  collection  of  historical  pictures  for  his  note 
book  the  teacher  is  nowadays  offered  a  wonderfully 
rich  and  varied  field.  The  advertising  pages  of  mag- 


HISTORY  NOTEBOOKS  285 

azines,  the  book  catalogues  of  publishing  houses, 
specimen  pages  of  new  textbooks,  postage  stamps 
that  record  history,  picture  post  cards  from  every 
where,  not  to  mention  the  pictures  prepared  specially 
for  school  use,  are  continually  coming  to  his  hand. 
They  all  have  an  interest  and  a  value  for  his  work 
if  he  will  but  take  them,  preserve  them,  and  use  them. 
His  notebook  has  great  possibilities  as  a  filing  cabi 
net  and  as  a  picture  gallery. 

7.  Maps  and  drawings.  —  These  should  not  be 
mere  copies,  but  original  and  unique,  as  far  as  possible. 
If  the  teacher  visit  a  place  of  historic  interest,  let 
him  draw  a  map  in  his  notebook  for  subsequent  use. 
This  map  may  be  reproduced  upon  the  blackboard 
by  the  teacher  or  a  member  of  the  class.  The  fact 
that  this  map  is  not  found  in  any  published  work  will 
give  it  double  interest  and  value.  In  like  manner 
drawings  of  historical  relics  —  houses,  implements, 
weapons,  etc.  —  may  be  made  and  used  with  pleasure 
and  profit. 

An  important  principle  to  observe  in  making  the 
notebook  is  this :  Make  it  open  and  approachable. 
A  succession  of  solidly  written  pages  in  a  notebook 
or  in  anything  else  is  neither  open  nor  approachable. 
Accordingly,  make  frequent  headings,  paginal  or 
marginal,  throughout  your  book.  Leave  a  blank 
line  between  paragraphs.  Whenever  possible  put  a 
statement,  especially  a  series  of  related  lines,  in 
tabular  form.  Use  outlines,  "  graphs,"  and  dia- 


286       HOW  TO  TEACH  AMERICAN  HISTORY 

grams  freely.  Write  in  a  hand  compact  and  legible. 
In  every  case  try  to  make  the  entry  attractive,  dis 
tinctive,  and  easy  to  find.  A  notebook  is  of  little 
value  unless  it  can  be  opened  readily  at  the  particu 
lar  thing  needed. 

So  much  for  the  teacher's  notebook.  Let  us  now 
consider  the  notebook  that  the  pupil  may  make  under 
the  teacher's  direction. 

In  general,  the  things  already  enumerated  as  de 
sirable  for  the  teacher's  notebook  are  also  appropriate 
for  the  pupil's  use.  Lists  of  names,  events,  and 
dates,  a  list  of  topics  with  specific  references,  quota 
tions  and  summaries,  clippings  and  pictures,  maps 
and  drawings  should  all  be  worked  out  in  due  place 
and  proportion.  Normal  school  pupils  will  not,  of 
course,  neglect  the  lesson  plan.  A  fine  notebook  in 
the  hands  of  the  teacher  may  well  serve  as  a  model 
for  the  pupil.  With  special  reference,  however,  to  the 
pupil's  work,  a  few  additional  suggestions  are  offered. 

1.  Let  the  pupil  keep  a  careful  record  of  all  readings 
outside  the  regular  textbook.  The  following  form  is 
recommended :  — 

Topic  :  Columbus  and  his  Achievements. 
Readings  on  this  topic  : 

1.   Nida  :   The  Dawn  of  American  History  in  Europe; 

Chapter  XXIII,  pp.  279-296. 
(Brief  summary  of  the  reading  or  a  notable  ex 
tract  from  it.) 
(Date  when  the  reading  was  done.) 


HISTORY  NOTEBOOKS  287 

2.  Renouf:    Outlines   of  General  History;  Chapter 

XXI,  pp.  251-256. 

(Brief  summary  or  a  notable  quotation.) 
(Date.) 

3.  Garner  and  Lodge:   History  of  the  United  States; 

Vol.  I,  Chapter  II,  divisions  I  and  II,  pp.  31- 

64. 

(Brief  summary,  with  notable  quotations.) 
(Date.) 

The  making  of  such  records  as  these  will  serve 
different  helpful  purposes.  Thereby  the  pupil  will 
get  training  in  careful  reading  and  in  the  art  of  select 
ing  main  facts.  He  will  get  into  the  scholarly  habit 
of  making  exact  references  and  giving  due  credits. 
He  will  build  up  a  classified  bibliography  that  may 
be  of  convenience  and  value  in  the  future.  From 
such  records  the  pupil  or  teacher  may  determine  at 
any  time  just  what  and  how  much  parallel  reading 
has  been  done.  The  satisfaction  of  having  a  definite 
record  is  worth  something  in  both  equipment  and 
character. 

2.  The  pupil  should  put  into  his  notebook  the  work 
that  the  teacher  puts  on  the  blackboard  or  presents 
in  original  charts  and  diagrams.  Exceptions  to  this 
there  may  be,  but  this  may  stand  as  a  general  rule. 
The  pupil  should  not  try  to  write  down  everything 
the  teacher  says ;  for,  in  the  process,  unless  he  be  an 
expert  stenographer,  he  will  miss  altogether  many 
things  of  greater  importance  than  those  he  gets. 


288       HOW  TO  TEACH  AMERICAN  HISTORY 

Close  and  unbroken  attention  to  a  lecture,  with  note- 
taking  only  at  intervals,  is  usually  worth  more  than 
the  futile  and  distracting  effort  to  record  everything. 
A  most  excellent  plan  is  this  :  Listen  carefully,  with 
discrimination,  to  what  is  said ;  then  go  to  your  room 
and  write  down  in  good  form  an  outline  of  what  you 
have  heard.  Not  the  least  among  the  values  ob 
tained  from  this  process  are  those  developed  in  atten 
tion  and  memory. 

3.  All  class  reports  and  essays  that  the  pupil  is 
required  to  prepare  may  well  be  retained  as  part  of 
his  notebook. 

4.  In  observation  lessons  normal  school  students 
will  secure  much  valuable  material  for  notes.    All 
formal  reports  on  observation  work  should  of  course 
be  incorporated  in  the  proper  notebook  for  future 
study.     Moreover,  with  normal  school  students  every 
lesson  should    be    an    observation  lesson.     Every 
teacher  should  be  carefully  observed;    and  every 
good  method  he  uses  or  suggests  should  be  noted.    It 
may  also  be  necessary  occasionally  to  record  a  caution 
against  some  proceeding  that  is  obviously  bad. 

5.  All  historical  discoveries,  wherever  and  when 
ever  made,  should  be  recorded.     As  the  boy  or  girl 
is  coming  and  going,  at  home,  at  school,  abroad, 
during  school  time  and  in  vacation,  facts  and  objects 
of  historical  value  will  be  found ;  places  and  things 
of  historical  interest  will  be  seen ;  persons  who  are 
making  history,  or  have  made  it,  will  be  met.    The 


HISTORY  NOTEBOOKS  289 

student  with  the  true  historical  instinct  will  seize 
upon  every  opportunity  thus  presented,  and  his 
notebook,  his  teacher,  and  his  classmates,  not  to 
speak  of  himself,  will  be  the  richer  ever  afterward. 

Inasmuch  as  the  pupil's  notebook  should,  as  far  as 
possible,  register  his  own  work  and  individuality,  and 
thus  aid  him  to  self-expression  and  constructive 
power,  few  hard  and  fast  rules  should  be  given  him. 
It  may  well  be  required  that  all  notebooks  in  the 
same  class  be  of  the  same  kind  to  begin  with ;  but  to 
require  that  they  all  follow  a  certain  form,  and  be 
practically  the  same  at  the  end,  would  be  absurd. 
Such  a  rule  would  smack  of  Egypt  or  China. 

Accuracy,  neatness,  and  artistic  quality  are  high 
values  in  notebook  work,  and  should  be  emphasized 
throughout.  The  constant  recognition  of  these 
values  gives  the  pupil  character  and  skill.  They 
appear  in  his  work  as  good  form  and  attractiveness. 
Let  the  notebook  grow  into  a  thing  of  beauty ;  then 
it  will  be  a  joy  forever.  Then  it  will  be  made  with 
pleasure ;  it  will  be  referred  to  with  satisfaction ;  it 
will  be  kept  with  profit  for  a  larger  future. 

For  the  benefit  of  those  teachers  or  pupils  who 
need  or  desire  notebooks  in  American  history,  pre 
pared  in  outline,  the  following  paragraphs  are  offered. 
Therein  are  briefly  described  some  excellent  manuals 
that  the  author  has  examined. 

1.  Foster's  Historical  Outline  Maps  for  Students  of 
American  History;  The  Historical  Publishing  Co.,  Topeka, 


290       HOW  TO  TEACH  AMERICAN  HISTORY 

Kansas.  In  the  complete  book  are  40  outline  maps, 
with  specific  directions  accompanying  each  one.  The 
series,  when  completed  according  to  directions,  depicts 
most  of  the  great  movements  and  events  in  United  States 
history  that  have  a  geographical  basis.  This  book  may 
be  secured  in  three  parts,  one  for  the  7th  grade,  one  for 
the  8th  grade,  and  one  for  the  high  school. 

2.  Ivanhoe  Historical  Note  Book  Series;  Part  I,  United 
States  History;  Atkinson,  Mentzer  &  Co.,  New  York  and 
Chicago.     This  book  contains  42  outline  maps,  with  ac 
companying  directions.    There  are  also  suggestions  for 
reviews,  and  a  few  blank  pages  for  notes  or  an  essay.     In 
the  Ivanhoe  series  is  a  special  notebook  to  accompany 
the  study  of  Texas  history. 

3.  McKinley's   Historical  Notebook  for   United  States 
History;    McKinley  Publishing  Co.,  Philadelphia.     This 
book  contains  26  outline  maps,  to  be  filled  out  from  the 
study  of  standard  books,  to  which  specific  references  are 
made.     Alternate  leaves  are  blank,  for  notes  and  essays. 

4.  White's  Pupil's  Outline  Studies  in    United  States 
History;    American  Book  Co.,  New  York  and  Chicago. 
Drawings,  outlines,  essays,  and  special   development   of 
topics  are  provided  for  in  this  book,  as  well  as  the  filling 
out  of  maps.     There  are  in  all  128  pages. 

The  first  three  books  described  above  are  in  size 
about  8  by  10£  inches,  and  open  at  the  end ;  the  last  is 
about  8  by  9  inches,  and  opens  at  the  side.  The  prices 
range  from  20  to  30  cents.  None  of  them  ought  to 
be  used  below  the  7th  grade,  and  all  could  be  used  with 
profit  in  the  high  school  and  in  the  normal  school. 


CHAPTER  XXVIII 

THE  TEACHER'S  LESSON  PLAN 

To  work  without  a  plan  is  to  work  without  intelli 
gence,  and  at  the  sacrifice  of  economy,  efficiency, 
and  directness.  It  would  be  no  more  wasteful  and 
absurd  for  a  builder  to  begin  a  house  without  a  plan 
than  for  a  teacher  to  begin  a  course  or  a  lesson  without 
a  plan. 

A  plan  made  in  advance  is  essential  to  happy  re 
sults  in  either  case.  It  is  not  necessary,  however, 
that  the  plan  of  the  builder  or  the  teacher  be  laid  out 
on  paper.  Obviously  it  first  must  ha  e  some  shape 
in  the  maker's  imagination  before  it  can  take  form 
upon  paper ;  and  sometimes  the  memory  must  serve 
instead  of  paper.  Many  good  structures  have  been 
erected  without  the  drawing  of  a  single  visible  line 
in  advance.  On  one  occasion  a  certain  general,  I 
think  it  was  Stonewall  Jackson,  wanted  a  bridge 
built  across  a  small  stream  within  a  very  brief  time. 
He  called  the  master  builder,  a  man  of  many  years 
but  of  little  learning  —  in  books.  He  said,  "  This 
bridge  must  be  done  by  such  and  such  a  day.  My 
architect  will  furnish  you  with  plans."  The  next 
evening  the  old  builder  was  summoned  again.  The 

291 


292       HOW  TO  TEACH  AMERICAN  HISTORY 

general  said  :  "  Have  you  received  the  plans  for  that 
bridge?"  "General,"  replied  the  other,  "the 
bridge  is  done ;  I  don't  know  whether  the  pictur'  is 
or  not." 

This  is  not  an  argument  against  plans.  The  old 
bridge  master  had  a  plan,  complete  and  ready,  that 
he  had  wrought  out  many  a  time  into  visible  symme 
try  and  wondrous  strength.  He  had  a  plan  in  mem 
ory,  and  he  was  able  to  transfer  it  into  abutment 
and  girder  and  brace  without  any  intermediary  forms 
on  paper.  At  first  he  alone  saw  the  plan ;  at  last 
everybody  could  see  the  bridge. 

The  experienced  teacher  should  be  able  to  project 
a  new  plan  promptly  or  to  adapt  an  old  plan  quickly 
upon  occasion,  and  to  use  either  straight  from  the 
brain ;  yet  an  old  teacher  will  always  find  the  process 
of  formal  plan-making  exceedingly  helpful,  and  the 
young  teacher  should  conscientiously  regard  it  as 
necessary.  There  must  be  something  in  the  brain 
to  begin  with,  or  there  can  be  nothing  on  the  paper ; 
but  it  is  remarkable  how  quickly  ideas  expand  and 
reach  out  in  proper  relations  when  given  a  tentative 
form  before  the  eye.  Organization  and  elaboration 
go  forward  with  encouraging  facility  at  the  point  of 
a  pen. 

It  is  believed  that  the  following  outlines  will  be 
helpful  to  the  young  teacher  in  the  process  of  plan- 
making.  First  is  given  a  skeleton  outline,  of  general 
character,  that  may  be  filled  out  according  to  need 


THE  TEACHER'S  LESSON  PLAN  293 

or  desire.  Next  are  given  three  embodiments  of  the 
same  skeleton :  first,  in  a  story  for  small  children ; 
second,  in  a  series  of  questions  for  larger  pupils; 
third,  in  a  series  of  topics  for  the  upper  grades  or  the 
high  school.  Each  of  the  three  complete  forms  is 
intended  to  be  typical  for  the  grades  indicated,  but 
suggestive  rather  than  final.  Simplicity  of  form  and 
clearness  of  statement  have  been  chief  aims.  Cer 
tain  troublesome  terms,  supposed  to  be  technical  but 
used  by  different  authorities  with  different  meanings, 
have  been  studiously  avoided. 

A  LESSON  PLAN  FOR  TEACHING  HISTORY 
IN  THE   GRADES 

A.    Memoranda 
1.  Subject  of  the  Course  : 


2.  Subject  for  To-day : 

3.  Textbook ;   Pages  assigned  : 

4.  Pupils'  References  : 

5.  Teacher's  References  : 

6.  Assignment  for  To-morrow  : 

7.  Materials  Suggested  : 


B.    Outline  of  Class  Work 

(For  To-day) 
1.  Introduction: 

(1)  Connection  with  Yesterday's  Lesson ; 

(2)  Entrance  upon  To-day's  Lesson. 


294       HOW  TO  TEACH  AMERICAN  HISTORY 

2.  Development : 

(1)  By  means  of  a  Story ;  (or) 

(2)  By  means  of  a  Logical  Series  of  Questions ;  (or) 

(3)  By  means  of  a  Logical  Series  of  Topics ;  (or) 

(4)  By  a  Combination  of  the  Foregoing. 

3.  Conclusion : 

(1)  A  Summary  of  the  whole  lesson;  (or) 

(2)  Special  Emphasis  on  Selected  Points ;  (or) 

(3)  A  Presentation  of  some  New  Fact  revealed  or 
suggested  by  the  lesson. 

FIRST  EXAMPLE  OF  EXPANDED  PLAN 

FOR  THE  THIRD  OR  FOURTH  GRADE 

DEVELOPMENT  BY  MEANS  OF  A  STORY 

A.    Memoranda 

1.  Subject  of  the  Course  :  American  History. 

2.  Subject  for  To-day :  How  the  Settlers  Built  their 

Houses. 

3.  Textbook ;   Pages  assigned :  No  regular  textbook 

used. 

4.  Pupils'  Reference :  Building  a  Log  Cabin,  in  Hart's 

How  Our  Grandfathers  Lived,  pages  143-146. 

5.  Teacher's  References : 

(1)  Danske    Dandridge's    A    Kentucky    Pioneer, 
pages  161-163 ; 

(2)  Samuel  Kercheval's  A  History  of  the  Valley 
of  Virginia,  page  151. 


THE  TEACHER'S  LESSON  PLAN  295 

6.  Assignment  for  To-morrow :   Construction  Work. 

7.  Materials  Suggested  :   Small  poles  or  other  round 

sticks ;    wire  nails  of  different  sizes ;    stones ; 
mortar ;  saw,  hatchet,  trowel,  and  other  tools. 

B.    Outline  of  Class  Work 

(For  To-day) 
(1.   INTRODUCTION) 

For  several  days  past  we  have  been  studying  about  the 
Indians.  Now  we  shall  begin  to  study  about  the  white 
people  who  made  settlements  in  this  country  while  the 
Indians  were  still  here.  Yesterday  we  finished  making 
a  little  wigwam,  which  gives  us  an  idea  of  the  Indian 
houses ;  to-day  I  am  going  to  tell  you  a  story  which  will 
help  you  to  understand  how  a  white  settler's  first  house 
was  built. 

(2.   DEVELOPMENT) 

How  Hans  and  Hannah  Built  their  House 

Hans  was  a  sturdy  young  German,  and  Hannah  was 
his  buxom  young  wife.  In  the  midst  of  their  honeymoon 
they  left  their  old  home  in  Pennsylvania  to  seek  a  new 
home  in  the  Valley  of  Virginia.  In  company  with  many 
of  their  friends,  who  were  also  seeking  new  homes,  they 
journeyed  slowly  southward.  Such  things  as  pots  and 
kettles,  saws  and  axes,  corn  and  potatoes  were  hauled 
in  wagons ;  and  cows  and  extra  horses  were  led  along  on 
foot.  Hans  had  two  strong  young  horses,  named  Kit  and 
Barney,  hitched  to  his  new  wagon ;  and  he  drove  at  the 
head  of  the  long  procession. 


296       HOW  TO  TEACH  AMERICAN  HISTORY 

Crossing  the  Potomac  River  a  few  miles  above  Harper's 
Ferry,  the  party  followed  an  old  Indian  trail  up  the 
beautiful  Shenandoah  Valley,  past  the  places  where 
Winchester,  Woodstock,  and  New  Market  now  stand. 
They  continued  moving  up  the  Valley  for  four  days. 
Some  Indians  were  occasionally  seen,  but  they  were  all 
friendly.  Once  in  a  while  cabins  of  white  settlers  were 
passed,  but  they  were  few ;  for  the  time  of  which  we  speak 
was  long  ago.  George  Washington,  who  afterwards  was 
a  surveyor  in  the  Valley  for  Lord  Fairfax,  was  at  this  time 
just  eight  or  ten  years  old ;  and  Daniel  Boone,  who  after 
wards  hunted  through  the  Valley,  was  a  little  chap  of  only 
five  or  six. 

On  the  evening  of  the  fourth  day,  as  the  sun  went  down 
behind  the  high  mountains  in  the  west,  Hans  pulled  up 
the  lines  and  said  "Whoa  !"  to  Kit  and  Barney,  and  they 
stopped  beside  a  big  spring  of  water  that  gushed  out 
between  two  huge  limestone  rocks. 

"Here,"  said  Hans,  "we  are  going  to  build  our  house." 

"Jo,"  exclaimed  Hannah,  "sehr  gut,  Hans,"  which  Hans 
understood  to  mean  "All  right,  Hans,  I'll  stand  by  you." 

They  were  near  the  place  where  Harrisonburg  now 
stands;  and  the  other  members  of  the  party  selected 
home  sites  not  far  away.  Until  the  cabins  could  be 
finished  each  family  slept  in  its  wagon,  under  the  big 
wagon  cover,  which  resembled  a  tent.  The  weather  was 
warm,  for  it  was  early  May.  The  forest  was  beautiful 
in  its  many  shades  of  green ;  the  birds  sang  sweetly  among 
the  branches ;  bees  hummed  over  the  wild  flowers ;  and 
squirrels  leaped  from  tree  to  tree. 

Early  the  next  morning  Hans  and  Hannah  were  at  work. 
First  they  cleared  off  a  good-sized  space  of  ground  near 


THE  TEACHER'S  LESSON  PLAN  297 

the  spring,  and  drove  in  four  strong  stakes  at  the  places 
where  they  intended  to  set  the  four  corners  of  their  house. 
By  this  time  it  was  ten  o'clock,  and  Hannah  began  to 
cook  dinner ;  but  Hans  took  his  ax  and  began  to  cut  down 
some  nice  straight  trees,  which  were  about  as  large  around 
as  a  two-gallon  bucket.  After  dinner  Hannah  took  hold 
of  one  end  of  the  long  cross-cut  saw,  and  she  and  Hans 
sawed  the  felled  trees  into  long  logs.  Some  of  these  logs 
were  20  feet  long,  and  were  intended  for  the  sides  of  the 
house;  most  of  the  others  were  16  feet  long,  and  were 
intended  for  the  ends  of  the  house. 

Hans  continued  to  fell  trees  and,  with  Hannah's  help, 
to  saw  them  up,  all  the  afternoon,  and  during  the  next 
two  days.  By  that  time  they  had  about  40  of  the  longer 
logs,  and  about  the  same  number  of  the  shorter  ones. 
The  fourth  day  Hans  took  Kit  and  Barney  and  dragged 
the  logs  to  the  place  that  was  already  staked  off  for  the 
house.  He  arranged  the  logs  in  four  piles:  the  longer 
ones  in  two  piles,  on  opposite  sides  of  the  house  site ;  the 
shorter  ones  in  two  piles,  at  opposite  ends  of  the  house 
site.  I'll  show  you  the  arrangement  here  on  the  black 
board. 

By  this  time  the  other  members  of  the  party  were  also 
ready  to  build  their  houses;  but  it  was  agreed  among 
them  that  Hans  and  Hannah  should  have  their  house  put 
up  first.  Accordingly,  on  an  appointed  day  all  the  men 
came  early  in  the  morning  to  help  Hans  build  the  house ; 
and  some  of  the  women  also  came  to  help  Hannah  cook 
a  big  dinner. 

Four  men,  who  were  very  skillful  with  axes,  took  their 
sharp  axes  in  their  hands  and  stood  at  the  places  where 
Hans  and  Hannah  had  driven  the  four  stakes.  These 


298      HOW  TO  TEACH  AMERICAN  HISTORY 

stakes,  you  remember,  showed  just  where  the  four  corners 
of  the  house  were  to  be.  These  four  men  were  called 
"corner-men."  It  was  their  business  to  notch  the  ends 
of  the  logs  and  fit  them  together  at  the  corners  of  the  house, 
and  to  keep  the  corners  straight  as  the  house  went  up. 

It  was  the  business  of  the  other  men,  most  of  them,  to 
bring  the  logs  and  hand  them  up  to  the  corner-men. 
When  the  house  got  up  above  a  man's  shoulders,  the  logs 
were  rolled  up  on  long,  strong  poles,  laid  slanting  up  from 
the  ground.  These  poles  were  called  skids. 

A  few  of  the  men  were  put  to  making  puncheons  and 
clapboards.  We  shall  see  after  a  little  what  puncheons 
and  clapboards  were. 

I  have  been  trying  to  find  out  the  names  of  the  four 
corner-men,  whose  sharp  axes  made  the  white  chips  fly 
whenever  a  log  was  handed  or  pushed  up  to  them.  Al 
though  I  cannot  be  certain  in  this  case,  I  think  their  names 
may  have  been  George  Bowman,  Peter  Showalter,  Daniel 
Heatwole,  and  John  Burkholder.  These  have  been 
familiar  names  about  Harrisonburg  for  many  years. 

Some  cabins  in  those  early  days  had  only  the  ground 
for  a  floor ;  but  Hans  and  Hannah  decided  to  have  a  wood 
floor  in  theirs.  Accordingly,  when  the  first  round  of  logs 
next  the  ground  was  securely  in  place,  notches  were  cut 
into  the  two  side  logs  at  regular  distances,  and  into  these 
notches  were  fitted  the  ends  of  strong  cross-timbers. 
These  cross-timbers  were  called  "  sleepers."  They  lay 
near  the  ground  and  held  up  the  floor.  The  floor  con 
sisted  of  puncheons,  laid  close  together  across  the  sleepers. 

Now,  the  puncheons  were  heavy,  rough  boards,  or  slabs, 
split  out  of  logs.  They  were  smoothed  somewhat  with 
axes,  but  they  were  at  best  very  rough  and  uneven.  You 


THE  TEACHER'S  LESSON  PLAN  299 

can  well  imagine  how  many  splinters  Hans  might  have  got 
into  his  feet  by  walking  over  such  a  floor  barefooted. 
Puncheons  made  a  strong  floor,  but  one  that  was  very 
full  of  ups  and  downs.  All  the  stools  and  chairs  had  to 
be  made  with  three  legs  only ;  because  nothing  with  four 
legs,  unless  it  was  a  cat  or  a  dog,  could  stand  steady. 
When  the  puncheons  dried  out  and  shrunk  up,  the  cracks 
between  them  were  wide  enough  for  a  rat  to  go  through. 

A  door  was  made  in  the  side  of  the  house  by  sawing  out 
short  pieces  of  the  logs,  one  above  the  other.  At  each 
side  of  the  doorway  a  flat  piece  of  timber  was  set  up  and 
fastened  to  the  ends  of  the  logs  with  strong  wooden  pins, 
driven  in  after  holes  were  bored  with  an  auger.  These 
upright  pieces  not  only  made  a  frame  or  facing  for  the 
door,  but  also  held  the  sa wed-off  logs  in  their  places. 
A  similar  opening,  not  quite  so  high,  but  about  twice  as 
wide,  was  made  at  one  end  of  the  cabin.  This  was  for 
the  fireplace  and  chimney.  At  another  place  a  block  was 
sawed  out  of  a  single  log.  The  small  opening  thus  made 
was  afterwards  covered  with  a  piece  of  paper  well  greased 
with  lard.  What  do  you  suppose  this  was?  It  was  the 
window.  Glass  could  not  be  had,  and  the  greased  paper, 
which  let  in  a  little  light,  was  used  instead. 

When  the  walls  of  the  house  were  about  ten  feet  high, 
the  end  logs  were  made  shorter  each  round.  This  drew 
the  side  logs  in  toward  the  center.  At  the  same  time, 
each  pair  of  side  logs  was  higher  than  the  preceding  pair. 
At  last  a  single  log  rested  along  the  center,  from  end  to 
end,  higher  than  all  the  others.  This  was  called  the  ridge 
pole. 

The  house  was  now  ready  for  the  roof,  and  the  men  who 
had  been  making  clapboards  had  a  large  pile  of  them 


300       HOW  TO  TEACH  AMERICAN  HISTORY 

ready.  Clapboards  are  big  shingles.  They  are  split 
out  of  straight  logs,  just  like  shingles  or  barrel  staves,  but 
are  not  shaved  smooth,  with  a  drawing  knife,  as  shingles 
and  staves  are.  The  clapboards  were  laid  on  the  roof, 
one  layer  after  another.  They  did  not  fit  together  very 
well,  neither  did  they  lie  flat  and  even  everywhere;  but 
they  were  fastened  down  with  heavy  poles  laid  on  top  of 
them,  and  they  had  to  lie  still.  A  clapboard  roof  was  the 
fashionable  thing  in  early  pioneer  days.  It  was  not  smooth 
or  pretty,  but  it  kept  out  all  of  the  rain  and  most  of  the 
snow. 

While  the  men  were  splitting  out  the  clapboards  they 
cast  aside  a  great  many  small  pieces  of  timber.  These 
were  now  cut  into  proper  sizes  and  driven  into  the  cracks 
between  the  logs  of  the  house.  The  cracks  were  then 
filled  up  with  mud.  This  kept  out  the  wind  and  cold 
until  the  house  got  old  and  dry ;  then  the  cold  wind  would 
often  whistle  in  through  a  hundred  cracks  at  once;  and 
sometimes,  of  a  winter's  night,  when  Hans  and  Hannah 
were  asleep,  the  little  flakes  of  snow  would  sift  in  and  make 
white  figures  all  over  the  rough  puncheon  floor. 

The  chimney  to  the  house  was  also  built  of  wood.  It 
was  lined  around  the  fireplace  with  flat  stones,  and  was 
well  daubed  over  with  mud.  It  was  not  so  safe  against 
fire  as  a  stone  chimney,  but  otherwise  it  was  good  enough. 
Many  a  time,  when  Hans  was  working  out  in  the  "new- 
ground/'  he  would  keep  his  eye  on  the  little  wooden 
chimney ;  and  when  he  would  see  the  smoke  come  rolling 
out  in  a  big  cloud  he  would  know  that  Hannah  was  cooking 
dinner  or  supper;  and  he  would  say  to  himself,  "I  guess 
I'd  better  go  to  the  house." 


THE  TEACHER'S  LESSON  PLAN  301 

(3.  CONCLUSION) 

To-morrow  you  may  begin  building  a  little  house.  You 
may  place  it  near  the  little  wigwam ;  and  I  want  you  to 
make  it  look  just  like  the  one  that  Hans  and  Hannah  built. 
When  it  is  finished  I  will  tell  you  what  kind  of  furniture 
and  cooking  utensils  Hans  and  Hannah  had  in  their  house. 

SECOND  EXAMPLE  OF  EXPANDED  PLAN 
FOR  THE  FIFTH  OR  SIXTH  GRADE 

DEVELOPMENT  BY  MEANS  OF  A  LOGICAL  SERIES  OF 
QUESTIONS 

A.    Memoranda 

1.  Subject  of  the  Course :  American  History. 

2.  Subject  for  To-day :  Robert  Fulton  and  his  Great 

Invention. 

3.  Textbook ;   Pages  assigned  :   Chandler  and  Chit- 

wood's    Makers  of  American    History,     pages 
187-191. 

4.  Pupils'  References : 

(1)  Magill's  History  of  Virginia,  pages  237-239; 

(2)  Frances  M.  Perry's  Four  American  Inventors, 
pages  11-69. 

5.  Teacher's  References : 

(1)  Great  Events  by  Famous  Historians,  Vol.  XV, 
pages  159-169;  ^ 

(2)  Danske  Dandridge's    Historic  Shepherdstown, 
pages  267-277. 


302       HOW  TO  TEACH  AMERICAN  HISTORY 

6.  Assignment  for  To-morrow :  Given  in  the  Conclu 

sion. 

7.  Materials  Suggested  :  Pictures  of  Fulton,  of  canal 

boats,  early  steamboats,  etc.     Models  would  be 
helpful  and  interesting. 

B.    Outline  of  Class  Work 

(For  To-day) 
(1.   INTKODUCTION) 

Yesterday  we  studied  the  life  and  work  of  Eli  Whitney, 
who,  by  his  great  invention,  made  cotton  "king" ;  to-day 
we  shall  get  acquainted  with  Robert  Fulton,  who  succeeded 
in  making  every  great  river  in  our  land  a  highway  of  travel 
and  commerce. 

(2.  DEVELOPMENT) 

1.  In  what  State  was  Fulton  born,  Mary  ?  (Penn.) 

2.  In  what  county  of  that  State  ?  (Lancaster) 

3.  In  what  year?  (1765) 

4.  Of    what    nationality    was    Fulton's 
father,  John  ?  (Irish) 

You  have  answered  correctly.  Now  listen  to  this : 
Fulton,  an  Irishman,  was  born  in  a  county  of  Germans ; 
but  the  county,  as  well  as  the  State,  has  an  English  name  ; 
and  the  year  was  1765,  the  very  one  in  which  the  British 
Stamp  Act  was  passed. 

5.  Why  did  Fulton,  as  a  boy,  have  to  depend  upon 
himself,  Jane? 

6.  What  effect  did  this  likely  have  upon  his  character, 
Thomas  ? 


THE  TEACHER'S  LESSON  PLAN  303 

7.  Why  was  he  so  anxious,  after  a  while,  to  go  to  Eng 
land,  Susan? 

8.  Tell  us  of  another  famous  man  he  met  in  England. 

9.  What  plan  did  he  conceive  as  he  watched  the  canal 
boats,  George? 

10.  Is  it  not  strange  that  Fulton,  the  artist,  should  have 
thought  of  undertaking  such  a  difficult  mechanical  task  ? 

11.  Whose  invention  did  he  propose  to  utilize  in  his 
boat,  Edna? 

12.  Do  you  think  that  Fulton  had  ever  heard  of  a  steam 
boat  before  ? 

13.  Now,  William,-  I  want  you  to  go  to  the  blackboard 
and  write  down  in  three  lines  three  difficulties  that  Fulton 
had  to  overcome^WU-CxJ^^-  - 

(a.  Lack  of  confidence  on  the  part  of  the  public) 
(b.  The  actual  construction  of  the  boat) 
(c.  Lack  of  money) 

14.  Which    of   these    difficulties   was   overcome   last, 
Flora  ? 

15.  Which  had  to  be  overcome  first  ? 

16.  Who  helped  Fulton  to  overcome  this  one,  Frank  ? 
Notice :   Two  Roberts,  one  with  brains,  the  other  with 

money,  and  both  with  a  will,  made  a  strong  combination. 

17.  A  banker  in  New  York  also  furnished  some  money : 
Why  do  we  not  know  his  name,  Anna  ? 

18.  What  did  Fulton  name  his  boat,  James  ? 

19.  On  what  river  did  he  test  it  ? 

20.  Between  what  two  cities  was  the  trial  trip  made, 
Grace  ? 

21.  What  is  the  distance? 

22.  In  how  many  hours  did  the  Clermont  make  the  trip, 
Ralph? 


304       HOW  TO  TEACH  AMERICAN  HISTORY 

23.  This  was  an  average  of  about  how  many  miles  an 
hour? 

24.  Could  you  walk  five  miles  an  hour  ?    Suppose  you 
ran? 

25.  If  a  sailboat  sometimes  made  ten  miles  an  hour, 
what  advantage  had  the  Clermont,  Nora  ? 

26.  Does  not  this  suggest  to  us  the  chief  value  of  the 
steamboat  ?     It  can  always  be  counted  on,  wind  or  calm, 
up  stream  or  down. 

27.  I  think  you  ought  to  remember  the  year  in  which 
the  Clermont  made  its  successful  trial  trip :   It  was  just 
200  years  after  Jamestown  was  settled  :  Yes,  1807.     Now, 
1807  was  also  the  year  in  which  Robert  E.  Lee  was  born. 
Moreover,  in  1807  Congress  passed  a  famous  law  called 
the  Embargo,  which  you  will  learn  about  later. 

(3.   CONCLUSION) 

Ricfeard,  you  may  go  to  the  board  and  write 
qualities  in  Fulton's  boat  that  made  it  a  success 
class  may  make  suggestions. 

Now,  Lucy,  you  may  go  to  the  board  and  write  down 
the  qualities  in  Fulton  himself  that  made  him  a  success. 
The  class  may  make  suggestions. 

Which  set  of  qualities  was  the  more  important  ?    Why  ? 

To-morrow  I  shall  call  upon  some  one  to  tell  us  the  story 
of  Fulton.  Then,  for  the  remainder  of  the  period,  we 
shall  talk  about  James  Rumsey  and  others  who  invented 
steamboats  before  1807. 


THE  TEACHER'S  LESSON  PLAN  305 

THIRD  EXAMPLE  OF  EXPANDED  PLAN 

FOB  THE  SEVENTH  OR  EIGHTH  GRADE 
DEVELOPMENT  BY  MEANS  OF  A  LOGICAL  SERIES  OF 

TOPICS 

A.    Memoranda 

1.  Subject  of  the  Course  :  American  History. 

2.  Subject  for  To-day :  The  Crisis  of  1837. 

3.  Textbook;    Pages  assigned:    Lee's  New  School 

History  of  the  United  States,  pages  227,  228. 

4.  Pupils'  References : 

(1)  Woodrow  Wilson's   Division  and    Reunion, 
pages  86-98 ; 

(2)  Coman's   Industrial    History  of  the    United 
States,  pages  198-201  ; 

(3)  Wilson's  History  of  the  American  People,  Vol. 
IV,  pages  66-75 ; 

(4)  Garner  and   Lodge's  History  of  the   United 
States,  Vol.  II,  pages  887-890. 

5.  Teacher's  References : 

(1)  Burgess's  The  Middle  Period,  pages  283-286  ; 

(2)  Bogart's   Economic    History   of  the     United 
States,  pages  221-224. 

6.  Assignment  for  To-morrow :  The  Crisis  of  1873. 

7.  Materials  Suggested  :   Old  state  bank  notes ;   na 

tional  bank  notes ;  diagrams  showing  the  rise 
and  fall  of  values ;  etc. 


306       HOW  TO  TEACH  AMERICAN  HISTORY 

B.    Outline  of  Class  Work 

(For  To-day) 
(1.   INTRODUCTION) 

Having  devoted  the  preceding  lesson  to  the  prosperity 
and  material  development  of  our  country  during  Jackson's 
eight-year  "  reign,"  we  shall  now  take  up  for  study  the 
depressing  reaction  that  fell  upon  the  early  days  of  Jack 
son's  successor.  In  accordance  with  this  plan,  particular 
topics  were  assigned  yesterday  to  the  different  members 
of  the  class;  and  the  reports  upon  these  topics  will  now 
be  heard. 

(2.  DEVELOPMENT) 

1.  Jackson's  War  against  the  United   States  Bank 
(Zeno  Cole). 

2.  The  Growth  of  State  Banking  (Ida  Gates). 

3.  The  Rapid  Building  of  Railroads  (David  Bruce). 

4.  Speculation  in  Government  Land  (Hilda  May). 

5.  The  General  Craze  for  Speculation  (Roland  Frank). 

6.  The  Specie  Circular  and  Its  Effect  (Ella  Gay). 

7.  The  Banks  in  Panic  (Roger  Gill). 

8.  Business  in  Panic  (Lida  Kelley). 

9.  Laborers  in  Want  (Charles  Jones). 

10.  The  Causes  of  the  Crash :  A  Summary  (Agnes  Lile). 

11.  The  Results  of  the  Depression  :  A  Summary  (Albert 
Wise). 

(3.  CONCLUSION) 

Having  studied  this  crisis  somewhat,  let  us  next  take 
up  for  consideration  the  crisis  of  1873.  If  we  can  under 
stand  these  two,  or  any  two,  we  can  probably  understand 


THE  TEACHER'S  LESSON  PLAN  307 

all  crises ;  for  while  each  crisis  has  its  own  peculiar  features, 
all  crises  are  in  the  main  alike.  They  all  come  when  times 
are  good,  which  usually  means  that  business  credit  is 
strained  to  the  breaking  point ;  and  when  loss  of  confidence 
in  men  means  loss  of  money  —  perhaps  to  millions. 

NOTE.  —  On  Lesson  Plans  see  also  pages  167-223  of  Strayer's 
"  A  Brief  Course  in  the  Teaching  Process  "  ;  The  Macmillan  Co., 
New  York. 


CHAPTER  XXIX 

THE  TEACHER'S  NEED  TO  KNOW  BOOKS 

IT  should  be  one  of  the  aims  of  the  history  teacher 
to  introduce  his  pupils  to  books,  magazines,  pam 
phlets,  and  other  publications  from  which  informa 
tion  on  historical  subjects  may  be  obtained.  A 
library  is  not  enough ;  a  list  of  books  is  not  enough ; 
the  pupil  needs  to  see  the  book,  to  handle  it,  to  look 
into  it,  and  to  become  familiar  enough  with  it  to 
remember  something  about  it,  or  at  least  to  remem 
ber  that  there  is  such  a  book.  The  teacher,  therefore, 
must  bring  books  into  his  class  room  and  show  them 
to  his  pupils,  or  go  with  the  pupils  into  the  library 
and  guide  them  to  the  books.  All  this  should  not 
be  necessary,  to  be  sure,  with  experienced  students ; 
but  sometime  or  other  it  is  necessary  with  almost 
every  pupil. 

To  be  able  to  introduce  his  pupils  to  books,  and 
to  the  best  books,  and  to  be  able  to  answer  all  the 
questions  of  intelligent  pupils  regarding  sources  of 
information  on  this,  that,  and  the  other  topic,  the 
teacher  needs  to  know  books. 

Part  of  the  business  of  every  student  in  a  normal 
school  is  to  get  acquainted  with  books.  It  would 


THE  TEACHER'S  NEED  TO  KNOW  BOOKS  309 

be  of  little  use  for  a  mechanic  to  have  the  most 
improved  tools  in  his  outfit  if  he  did  not  know  those 
tools  were  in  existence.  It  would  seem  absurd  for 
him  not  to  know  it.  The  teacher  who  does  not 
know  the  existence  of  the  best  books  in  her  special 
subject,  even  though  these  books  may  be  in  the 
library  of  her  own  school,  is  placed  in  a  position  no 
whit  less  absurd.  In  fact,  such  a  teacher  does  not 
know  her  business,  or  the  means  at  her  hand  for  good 
work. 

It  is  the  purpose,  therefore,  of  this  chapter  to 
emphasize  this  need  of  the  teacher  to  know  books; 
and,  in  the  second  place,  to  help  the  teacher  and  the 
normal  school  student  to  get  acquainted  with  some 
books  that  will  be  useful  to  them.  No  attempt  is 
made  to  give  a  list  of  books  on  subject  matter,  but 
a  select  list  of  professional  books  and  essays  is  sub 
mitted.  These  publications  not  only  give  outlines 
of  courses  of  study,  present  discussions  of  principles 
and  tendencies  in  education,  and  suggest  methods 
of  instruction  and  study,  but  also  contain  lists  of  all 
sorts  of  books  on  all  sorts  of  historical  subjects.  In 
short,  through  acquaintance  with  a  few  professional 
books  the  teacher  will  be  introduced  to  numerous 
other  books  in  which  particular  facts  of  history  are 
collected. 

The  list  of  books  submitted  is  selective  rather  than 
exhaustive.  It  is  made  up  mainly  of  books  that  may 
easily  be  obtained  from  the  respective  publishers, 


310      HOW  TO  TEACH  AMERICAN  HISTORY 

and  of  reports  contained  in  bound  volumes  of  the 
proceedings  of  learned  societies  that  should  be  found 
in  every  school  library.  In  a  number  of  instances 
descriptive  notes  have  been  appended,  in  the  effort 
to  give  the  reader  a  more  definite  notion  of  the  scope 
or  character  of  the  publication. 

A  Professional  Bibliography 

A  brief  list  of  books,  essays,  reports,  etc.,  con 
taining  outlines  of  courses,  discussions  of  principles, 
outlines  of  methods,  bibliographies,  etc.,  for  American 
teachers  and  students  of  history. 

ADAMS:  The  Teaching  of  History;  pp.  245-263,  Vol.  I,  Annual 
Report,  American  Historical  Association,  1896. 

ALLEN  :  Place  of  History  in  Education;  D.  Applet  on  &  Co.,  New 
York. 

ALLEN  :  Topical  Studies  in  American  History;  The  Macmillan 
Co.,  New  York.  —  Contains  valuable  references  to  numer 
ous  publications. 

ANDREWS:  Outline  of  the  Principles  of  History;  Ginn  &  Co., 
Boston. 

BAILEY:  For  the  Story  Teller;  Milton  Bradley  Co.,  Springfield, 
Mass. 

BARNARD  :  The  Teaching  of  Civics  in  Elementary  and  Secondary 
Schools;  pp.  84-90,  Journal,  National  Education  Associa 
tion,  1913. 

BARNES:  Studies  in  American  History;  D.  C.  Heath  &  Co., 
Boston. 

BARNES:  Studies  in  Historical  Method;  D.  C.  Heath  &  Co., 
Boston,  1896. 

BARNES;   The  Historic  Sense  among  Primitive  Peoples;  pp.  29- 


THE  TEACHER'S  NEED  TO  KNOW  BOOKS  311 

38  of  Studies  in  Education,  edited  by  Earl  Barnes ;  Stanford 
University,  California,  1896. 

BLAKE  :  Peace  in  the  Schools;  pp.  140-146,  Journal,  National 
Education  Association,  1911. — The  duty  and  opportunity 
of  the  schools  in  the  international  peace  movement  are 
finely  set  forth  in  a  number  of  publications  issued  by  the 
American  School  Peace  League,  Boston.  Mrs.  Fannie  Fern 
Andrews,  405  Marlboro  Street,  is  secretary  of  the  League, 
and  will  answer  inquiries. 

BLISS  :  History  in  Elementary  Schools;  American  Book  Co., 
New  York. 

BOURNE  :  The  Teaching  of  History  and  Civics  in  the  Elementary 
and  the  Secondary  School;  Longmans,  Green  &  Co.,  New 
York;  12mo,  385  pages;  new  edition,  1912.  —  Part  I  deals 
with  the  study  and  teaching  of  history ;  Part  II  outlines  a 
course  of  study.  Pages  366-381  relate  to  the  teaching  of 
civics. 

BOYER:  History;  Chapter  IX  (pp.  254-265)  of  Modern  Methods 
for  Teachers;  J.  B.  Lippincott  Co.,  Philadelphia,  1908. 

BURR:  Reports  on  European  and  American  History;  with 
others;  pp.  63-86,  Vol.  I,  Annual  Report^  American  His 
torical  Association,  1907. 

*/  CHANNING  :  Guide  to  the  Study  and  Reading  of  American  History; 
with  others ;  Ginn  &  Co.,  Boston.  —  Revised  edition,  1912 ; 
12mo,  650  pages.  Part  I,  Status  and  Methods;  Part  II, 
Classified  Bibliographies;  Part  III,  Teaching  and  Reading 
History;  Part  IV,  Colonial  History  and  the  Revolution; 
Part  V,  United  States  History,  1781-1865 ;  Part  VI,  Recent 
United  States  History,  1865-1910.  This  is  perhaps  the 
most  convenient  guide  to  sources  of  information  on  various 
subjects,  for  different  sections  of  the  country,  that  has  been 
published. 

*  CHARTERS:  Teaching  the  Common  Branches;  Houghton  Mifflin 
Co.,  Boston,  1913.  —  Pages  241-272  deal  with  the  teaching 
of  history  and  civics. 


312       HOW  TO  TEACH  AMERICAN  HISTORY 

EIGHT,  COMMITTEE  OF  :  The  Study  of  History  in  the  Elementary 
Schools;  report  to  the  American  Historical  Association; 
Chas.  Scribner's  Sons,  New  York,  1910.  —  An  excellent 
handbook  for  the  grade  teacher.  The  course  outlined, 
however,  is  not  sufficiently  unified  upon  American  history. 
For  example,  many  of  the  subjects  introduced  from  Euro 
pean  history  have  no  logical  connection  with  the  general 
scheme,  and  only  a  very  indirect  historical  connection. 

FARRAND  :  Report  of  the  Conference  on  History  in  the  College 
Curriculum;  pp.  103-125,  Vol.  I,  Annual  Report,  American 
Historical  Association,  1906. 

FIRTH:  A  Plea  for  the  Historical  Teaching  of  History;  Oxford 
University  Press,  England. 

FIVE,  COMMITTEE  OF  :  The  Study  of  History  in  Secondary  Schools; 
report  to  the  American  Historical  Association;  The  Mac- 
millan  Co.,  New  York,  1912.  —  Has  special  reference  to  the 
report  by  the  Committee  of  Seven. 

FLING  :  Outline  of  Historical  Method;  Ainsworth  &  Co.,  Chicago. 

FOSTER  :  A  History  Syllabus  for  Secondary  Schools;  with  others ; 
D.  C.  Heath  &  Co.,  Boston,  1901.  —  The  first  35  pages  dis 
cuss  principles  and  methods;  the  remainder  of  the  375 
contain  chronological  and  topical  outlines,  with  references 
to  various  publications. 

GILBERT:  History;  Chapters  XIII  and  XIV  (pp.  146-170)  of 
What  Children  Study  and  Why;  Silver,  Burdett  &  Co.,  New 
York. 

GREENE:  Problems  of  State  and  Local  Historical  Societies;  pp. 
51-64,  Vol.  I,  Annual  Report,  American  Historical  Society, 
1907. 

GRIFFIN:  Writings  on  American  History,  1909;  pp.  491-739, 
Annual  Report,  American  Historical  Association,  1909.  — 
A  valuable  bibliography.  It  is  one  of  a  series  that  began 
in  1906  and  that  is  perhaps  continued  still.  The  Annual 
Reports  of  the  Association  for  1910  (pp.  427-657)  and  1911 
(pp.  529-761)  contain  numbers  in  the  series. 


THE  TEACHER'S  NEED  TO  KNOW  BOOKS     313 

HALL:  Pedagogy  of  History;  pp.  278-310,  Vol.  II,  Educational 
Problems;  D.  Appleton  &  Co.,  New  York. 

HALL :  Methods  of  Teaching  and  Studying  History;  with  others; 
D.  C.  Heath  &  Co.,  Boston.  —  A  collection  of  essays  by 
different  history  teachers. 

HARRISON  :  The  Meaning  of  History,  and  Other  Essays;  The 
Macmillan  Co.,  London,  1894;  New  York  edition,  1900. 

HART:  The  American  School  of  Historical  Writers;  pp.  xxvii- 
xlvii,  Vol.  I,  Harper's  Encyclopedia  of  United  States 
History. 

**/•  HARTWELL  :  The  Teaching  of  History;  Houghton  Mifflin  Co., 
Boston,  1913 ;  16mo,  70  pages.  —  An  excellent  small  volume 
on  ways  and  means. 

HASKINS  :  Report  on  the  Conference  on  the  First  Year  of  College 
Work  in  History;  with  others;  pp.  147-174,  Vol.  I,  Annual 
Report,  American  Historical  Association,  1905. 

HINSDALE:  How  to  Study  and  Teach  History;  D.  Appleton  & 
Co.,  New  York,  1893;  12mo,  365  pages. —The  first  152 
pages  deal  with  history  in  its  character  and  relations,  and 
with  the  teacher's  qualifications ;  pp.  153-313  outline  the 
history  field,  particularly  in  the  United  States ;  pp.  314r-336 
relate  to  the  teaching  of  civics. 

JAEGER:   The  Teaching  of  History;  Lemcke  &  Buechner. 

JAMES  :  Report  of  the  Conference  on  the  Teaching  of  History  in  the 
Elementary  Schools;  with  others;  pp.  133-145,  Vol.  I, 
Annual  Report,  American  Historical  Association,  1905; 
pp.  61-104,  idem,  1906.  —  These  conferences  led  to  the  re 
port  of  the  Committee  of  Eight. 

JORDAN  :  War  and  Manhood;  pp.  61-71,  Journal,  National  Edu 
cation  Association,  1910. 

KEATING E:  Studies  in  the  Teaching  of  History;  The  Macmillan 
Co.,  New  York. 

KEMP  :  Outline  of  History  for  the  Grades;  Ginn  &  Co.,  Boston. 

LAMPRECHT  :  What  is  History  f  The  Macmillan  Co.,  New 
York. 


314       HOW  TO  TEACH  AMERICAN  HISTORY 

LANGLOIS  :  Introduction  to  the  Study  of  History;  with  Seignobos  ; 
Henry  Holt  &  Co.,  New  York,  1903.  —  A  technical  work 
for  advanced  students  —  particularly  writers  of  history. 

LARNED  :  The  Literature  of  American  History;  Houghton  Mifflin 
Co.,  Boston,  1902.  —  A  bibliographical  guide  of  much  value. 

MCLAUGHLIN:  History  in  Secondary  Schools;  pp.  65-84,  Vol.  I, 
Annual  Report,  American  Historical  Association,  1908. 

MCLAUGHLIN:  History  in  Secondary  Schools;  with  others;  pp. 
211-242,  Annual  Report,  American  Historical  Association, 
1910.  —  Report  of  the  Committee  of  Five. 

MCLAUGHLIN  :  Report  of  Conference  on  American  Constitutional 
History;  pp.  79-84,  Vol.  I,  Annual  Report,  American  His 
torical  Association,  1907. 

McMuRRY:  History  and  Civil  Government;  with  others;  pp. 
162-315  in  Vol.  V  of  Public  School  Methods;  School 
Methods  Co.,  Chicago,  1912. 

J  McMuRRY:  Special  Method  in  History;  The  Macmillan  Co., 
New  York,  1908 ;  12mo,  291  pages.  —  An  excellent  manual. 
The  discussions  and  suggestions  are  particularly  sane  and 
helpful,  but  the  course  of  study  as  outlined  is  overloaded 
with  too  great  a  variety  of  topics. 

J  MACE:  Method  in  History;  Ginn  &  Co.,  Boston,  1898;  12mo, 
311  pages.  —  The  nature  and  value  of  history  are  presented  ; 
a  division  of  the  field  of  U.  S.  history  is  offered;  the  ele 
mentary  phases  of  history  teaching  are  discussed. 

MAITLAND:  Essays  on  the  Teaching  of  History;  with  Gwatkin 
and  others ;  Cambridge  University  Press,  England. 

MARSH  :  Aids  in  United  States  History;  A.  Flanagan  Co.,  Chicago. 

OMAN  :  The  Study  of  History;  Oxford  University  Press,  England. 

OSGOOD  :  Research  in  American  Colonial  and  Revolutionary  His 
tory;  pp.  111-127,  Vol.  I,  Annual  Report,  American  His 
torical  Association,  1908. 

RICE  :  Course  of  Study  in  History  and  Literature;  A.  Flanagan 
Co.,  Chicago.  —  Shows  the  intimate  relation  between  his 
tory  and  literature. 


THE  TEACHER'S  NEED  TO  KNOW  BOOKS     315 

RILEY:  History  in  the  High  School;  pp.  107-115,  Journal, 
Southern  Educational  Association,  1908. 

ROBINSON:   The  New  History;  The  Macmillan  Co.,  New  York. 

ROBINSON:  The  Teaching  of  European  History  in  the  College; 
pp.  267-278,  Vol.  I,  Annual  Report,  American  Historical 
Association,  1896. 

ROOSEVELT:  History  as  Literature ;  American  Historical  Review, 
April,  1913. 

SEVEN,  COMMITTEE  OF  :  The  Study  of  History  in  Schools;  report 
to  the  American  Historical  Association;  The  Macmillan 
Co.,  New  York,  1906.  —  Treats  of  history  in  the  secondary 
schools.  An  excellent  manual  for  high  school  teachers. 

SEVERANCE  :  Second  Report  on  State  and  Local  Historical  So 
cieties;  pp.  175-217,  Vol.  I,  Annual  Report,  American 
Historical  Association,  1905 ;  Third  Report,  idem,  pp.  125- 
158,  1906. 

SIOUSSAT:  Problems  of  State  and  Local  Historical  Societies;  pp. 
147-167,  Vol.  I,  Annual  Report,  American  Historical 
Association,  1908. 

SPARKS:  Relations  of  Geography  to  History;  pp.  57-61,  Vol.  I, 
Annual  Report,  American  Historical  Association,  1908. 

SYLVESTER:  The  New  Practical  Reference  Library;  6  vols. ; 
Hanson-Bellows  Co.,  Chicago.  —  Vol.  VI,  pp.  332-434, 
contains  a  division  on  history  and  history  teaching,  com 
prising  outlines,  diagrams,  lists  of  questions,  etc. 

TAFT  :  The  Relation  of  Education  to  Democratic  Government;  pp. 
71-78,  Journal,  National  Education  Association,  1910. 

TALKINGTON  :  How  to  Study  and  Teach  History  and  Civics  in  the 
Grades;  Public  School  Publishing  Co.,  Bloomington,  111. 

TEN,  COMMITTEE  OF:  Secondary  School  Studies;  report  to  the 
National  Education  Association;  American  Book  Co., 
New  York,  1894.  —  Pages  162-203  are  devoted  to  history, 
civil  government,  and  political  economy. 

TRAINER:  How  to  Teach  and  Study  United  States  History;  A. 
Flanagan  Co.,  Chicago. 


316       HOW  TO  TEACH  AMERICAN  HISTORY 

TURNER  :  Relation  of  Geography  and  History;  pp.  45-48,  Vol.  I, 
Annual  Report,  American  Historical  Association,  1907. 

TURNER  :  The  West  as  a  Field  for  Historical  Study;  pp.  281-319, 
VoL  I,  Annual  Report,  American  Historical  Association,  1896. 
—  Contains  valuable  lists  of  references  for  different  states. 

TYLER:  Research  in  Southern  History;  pp.  131-143,  Vol.  I, 
Annual  Report,  American  Historical  Association,  1908. 

VINCENT:  Historical  Research;  Henry  Holt  &  Co.,  New  York. 

WILSON:  The  Significance  of  American  History;  pp.  xxi-xxvi, 
Vol.  I,  Harper's  Encyclopaedia  of  United  States  History. 

WOODBURN  :  Report  of  Conference  on  United  States  History  since 
1865 ;  pp.  85,  86,  Vol.  I,  Annual  Report^  American  His 
torical  Association,  1907. 

Teachers  are  frequently  called  upon  to  give  an 
estimate  of  this  or  that  book ;  and  in  the  selection  of 
textbooks  for  his  classes  the  teacher  must  form  opin 
ions  as  to  the  relative  merits  of  different  books, 
unless  he  is  willing  to  be  guided  altogether  by  the 
statements  of  others.  In  the  hope  of  suggesting  some 
of  the  points  to  be  considered  in  making  up  an  esti 
mate  of  a  history  textbook  the  following  outline  is 
submitted. 

OUTLINE  FOR  REVIEWING  A  TEXTBOOK  IN  HISTORY 

1.  Name  of  author;   exact  title;   name  of  publisher;   place 
and  date  of  publication. 

2.  Your  acquaintance  with  the  book.  —  Have  you  used  the 
book  as  a  student  or  as  a  teacher,  or  as  both  ?  or  have  you  only 
given  it  a  hasty  reading? 

3.  The  historical  veracity  of  the  book.  —  Is  it  accurate  and 
fair? 


THE  TEACHER'S  NEED  TO  KNOW  BOOKS  317 

4.  Proportion  of  parts.  —  Are  the  topics  well  selected,  and  is 
the  emphasis  well  placed  ? 

5.  The  literary  style.  —  Is  it  clear  and  interesting  ? 

6.  Maps  and  illustrations. 

7.  Teaching  helps,  bibliographies,  index. 

8.  General  appearance  and  make-up. 

9.  Adaptability.  —  Does  it  suit  your  grade  or  your  class  ? 

NOTE.  —  In  connection  with  this  chapter  the  reader  is  referred 
to  "Note-Taking,"  by  S.  S.  Seward,  Jr.  (Allyn  &  Bacon),  and  to 
"  Scientific  Book-Marking,"  by  John  W.  Wayland,  in  the  Sewanee 
Review  of  April,  1913.  These  two  treatises  might  be  cited  also  in 
connection  with  Chapter  XV  and  Chapter  XXVII. 


CHAPTER  XXX 
THE  TEACHER'S  NEED  TO  KNOW  HIMSELF 

PERHAPS  no  power  can  bestow  upon  the  teacher 
the  gift  of  seeing  himself  as  others  see  him ;  but  it  is 
quite  possible  for  him  to  know  in  some  degree 
whether  his  methods  are  good  or  bad ;  and  which 
are  good  and  which  are  bad.  If  he  can  know  in 
a  measure  how  his  pupils  see  him,  he  should  thereby 
be  enabled  to  escape  some  blunders  and  to  rid  himself 
of  at  least  a  few  foolish  notions. 

It  would  doubtless  help  every  teacher  to  get 
occasional  frank  criticisms  from  his  maturer  pupils. 
The  teacher  ought  to  learn  just  as  much  from  his 
class  as  the  class  learns  from  him.  Mutual  sympathy 
and  confidence  should  be  fostered,  and  no  pupil 
should  be  afraid  to  express  himself  frankly  and  fully 
regarding  the  teacher's  manner  and  methods  if  the 
latter  ask  for  such  an  expression.  It  is  a  confession 
of  weakness  or  a  false  sense  of  pride  sheltering  in 
ignorance  if  the  teacher  feels  that  his  dignity  and 
influence  would  be  endangered  by  taking  his  pupils 
into  such  a  degree  of  confidence. 

I  suspect,  however,  that  in  spite  of  this  heart-to- 
heart  talk  the  majority  of  my  fellow  teachers  will 

318 


THE  TEACHER'S  NEED  TO  KNOW  HIMSELF     319 

go  ahead  in  the  same  old  way,  blissfully  imagining 
either  that  they  have  no  faults  in  their  manners  and 
methods  or  that  their  pupils  are  blind  to  such  faults. 
Accordingly,  to  offer  a  little  help  in  the  matter,  and 
at  the  same  time  to  spare  tender  feelings,  I  am  going 
to  put  down  in  this  chapter  a  great  many  things  that 
pupils  have  said  about  "  other  teachers."  This 
is  done  in  the  hope  that  we  all  may  see  ourselves  and 
profit  in  some  degree. 

For  a  number  of  years  I  have  been  collecting 
opinions  that  pupils  have  had  concerning  their 
teachers  of  history.  Tabular  statements  of  good 
points  and  bad  points  have  been  asked  for  in  each 
case.  Hundreds  of  different  students,  most  of  them 
of  rather  mature  judgment,  have  been  interviewed, 
and  hundreds  of  different  statements  have  been 
received.  The  majority  of  these  statements,  how 
ever,  fall  into  groups,  a  fact  which  shows  that  there 
are  certain  faults  and  virtues  that  are  more  or  less 
common  to  our  profession.  All  the  statements  sub 
joined  are  actual  ones,  from  the  pupils  themselves. 
They  were  all  made  regarding  teachers  of  history. 
They  all  show  thought ;  some  poorer,  some  better, 
judgment.  They  all  make  us  keenly  aware  that 
our  pupils  are  watching  us,  and  that  they  have 
opinions  about  us  and  our  ways  of  doing  things. 


320       HOW  TO  TEACH  AMERICAN  HISTORY 

BAD  POINTS  THAT  PUPILS  HAVE   OBSERVED  IN  HISTORY 
TEACHERS 

1.  Not  enough  class  discussion. 

2.  Too  much  attention  to  small  incidents. 

3.  Not  enough  holidays  celebrated. 

4.  Not  enough  historical  excursions. 

5.  Bad  proportion  in  assignment  of  lessons :  too  long 
one  day  and  too  short  the  next. 

6.  Fails  to  emphasize  historical  geography  enough. 

7.  Cause  and  effect  not  sufficiently  brought  out. 

8.  Does  not  know  the  subject. 

9.  Not  very  enthusiastic  over  history. 

10.  Dwells  too  long  on  the  first  part  of  the  chapter, 
and  not  enough  on  the  last. 

11.  Too  much  stress  on  dates. 

12.  Not  enough  daily  demand  upon  the  class  regarding 
the  assignment  in  the  textbook. 

13.  Not  definite  enough  in  making  assignments. 

14.  "We  have  to  make  our  notebooks  for  you  rather 
than  for  ourselves." 

15.  Reference  readings  stated  too  indefinitely. 

16.  Not  enough  questions  asked. 

17.  Too  few  tests  given. 

18.  Very  seldom  speaks  of  current  events. 

19.  Reads  stories  instead  of  telling  them. 

20.  Test  questions  are  too  frequently  "  memory  ques 
tions"  instead  of  "  thought  questions." 

21.  Questions  are  not  interesting  enough. 

22.  Does  not  emphasize  important  points. 

23.  Not  enough  reviews. 

24.  Requiring  the  pupil  to  memorize,  word  for  word, 
the  matter  of  the  text. 


THE  TEACHER'S  NEED  TO  KNOW  HIMSELF     321 

25.  Having  the   children   recite  the  lesson   assigned, 
without  making  any  connection  with  what  went  before, 
and  without  giving  any  definite  notion  as  to  where  the 
events  occurred. 

26.  Teaching  the  textbook  only. 

27.  Depending  entirely  upon  the  textbook. 

28.  The  same  method  every  day. 

29.  Using  only  questions  given  in  the  textbook. 

30.  Accepting  any  answer  the  child  may  give. 

31.  The  teacher's  doing  all  the  talking. 

32.  Failing  to  explain  what  the  child  does  not  under 
stand. 

33.  Using  textbooks  too  difficult  for  the  pupil. 

34.  Having  the  forward  pupils  recite,  but  never  giving 
the  backward  ones  a  chance. 

It  is  certainly  to  be  hoped  that  no  one  teacher  is 
guilty  on  all  these  different  counts ;  but  something 
in  the  catalogue  may  come  close  enough  home  to 
somebody  to  be  helpful.  The  honest  teacher  will 
admit  a  fault  when  it  is  clearly  shown  against  him ; 
and  the  earnest  teacher  will  be  glad  for  an  opportunity 
to  profit  by  somebody  else's  observation.  Whether 
we  think  that  all  the  points  scored  above  are  "  bad 
points  "  or  not,  they  are  at  least  interesting  as  coming 
from  the  pupil's  viewpoint.  They  are  commended 
to  the  earnest  consideration  of  those  teachers  of 
history  who  are  anxious  for  improvement. 

So  many  things  have  been  said,  and  so  many  things 
may  be  said,  in  criticism  of  the  history  teacher,  that 
all  of  us  should  be  glad  when  something  is  found 


322       HOW  TO  TEACH  AMERICAN  HISTORY 

to  strengthen  his  heart.  It  gives  the  heart  new 
strength  and  life  a  larger  aim,  my  fellow  teachers, 
when  those  for  whom  we  labor  rise  up  and  speak 
a  word  of  praise.  The  hope  and  joy  of  every  teacher 
are  bound  fast  to  the  minds  and  hearts  of  his  pupils. 
It  would  be  wrong,  therefore,  to  put  down  in  cold 
type  the  list  of  criticisms  given  above,  without 
presenting  also  some  of  the  "  good  points  "  put  in 
balance  with  the  adverse  criticisms.  In  nearly  every 
case  investigated,  the  number  of  good  points  credited 
to  the  teacher  exceeded  the  number  of  bad  points 
charged  against  him. 

Whatever  values  may  be  attached  to  the  various 
things  enumerated  below,  it  will  certainly  be  allowed 
by  even  the  most  critical  that  many  of  them  are 
desirable  in  a  teacher  of  history  or  of  anything  else. 
An  inspection  of  the  list  should  help  the  teacher  to 
get  a  few  more  ideas  as  to  what  the  average  pupil 
thinks  worth  while  in  his  teacher. 

GOOD  POINTS  OBSERVED  IN  HISTORY  TEACHERS 

1.  Making  history  seem  real  to  the  pupils. 

2.  Showing  that  there  are  two  sides  to  all  great  ques 
tions. 

3.  Labeling  important  years  in  history. 

4.  Making  the  subject  interesting  by  the  use  of  charts, 
maps,  historical  poems,  special  lectures,  etc. 

5.  Enthusiasm  for  the  work. 

6.  Frankness  and  sincerity  with  pupils. 


THE  TEACHER'S  NEED  TO  KNOW  HIMSELF     323 

7.  Singing  state,  national,  and  school  songs. 

8.  Sympathy  and  patience. 

9.  Blackboard  maps  and  diagrams. 

XO.   Interest  in  the  pupils  as  well  as  in  the  subject. 

11.  Using  materials  outside  the  textbook. 

12.  Giving  lists  of  review  questions. 

13.  Historical  excursions. 

14.  Suggestions  regarding  a  history  museum,  history 
scrapbooks,  etc. 

15.  Discovering  the  pupil's  attitude  toward  history. 

16.  Use  of  a  historical  calendar. 

17.  Frequent  use  of  illustrations. 

18.  Keeping  every  one  on  the  lookout  for  new  materials. 

19.  Having  only  a  select  list  of  dates  to  be  learned. 

20.  Viewing  wars  in  general,  not  in  detail. 

21.  "A  manner  in  the  teacher  that  tends  to  make  the 
student  perfectly  frank  in   expressing  what   she   really 
thinks.     The  student  needs  never  to  be  afraid  that  her 
view  will  not  meet  with  sympathetic  consideration." 

22.  Variety  in  the  work. 

23.  Correlating  history  with  other  subjects. 

24.  Trying  to  make  the  class  enjoy  the  work. 

25.  Suggestions  as  to  the  best  way  to  proceed  in  getting 
up  the  next  day's  lesson. 

26.  Does  not  make  a  skeleton  of  history. 

27.  Presenting  the  facts  of  history  so  that  they  have 
a  result  in  character-building. 

28.  Showing  the  importance  of  history. 

29.  Makes  the  lesson  interesting. 

30.  Clear  statement  of  questions. 

31.  Study  of  sources. 

32.  Shows  the  need  of  history  in  the  study  of  literature. 


324       HOW  TO  TEACH  AMERICAN  HISTORY 

33.  Presents  the  topics  in  logical  order. 

34.  Develops  initiative  in  the  student. 

35.  Originality. 

36.  Correlation  of  events. 

37.  Gives  clear  descriptions  and  vivid  illustrations. 

38.  Discussing  in   class   common   mistakes  made  in 
written  work. 

39.  Emphasis  on  neatness  in  all  written  work. 

40.  Encourages  the  pupils  to  ask  questions. 

41.  Does  not  expect  an  unreasonable  amount  of  work 
in  an  unreasonably  short  time. 

42.  Arouses  in  the  pupils  a  desire  to  know  more  about 
the  present,  as  well  as  the  past,  of  our  land. 

43.  Manifests  a  keen  sense  of  justice. 


INDEX 


ABBOTT:     History    and    Civics    of   American    Colonies    in    the    Seven- 


Oklahoma,  75. 

Abraham  Lincoln,  91. 

ADAMS  :  Heroines  of  Modern  Prog 
ress,  94;  Railroads,  78;  The 
Teaching  of  History,  310. 

Adaptation  in  method,  40-42,  59. 

Addams,  Jane,  92,  97. 

ADENEY  :  The  Bible  Story,  65 ;  The 
New  Testament  Story,  65. 

"Adequate  Tests  in  History,"  234. 

ADLEB  :  Moral  Instruction  of  Chil 
dren,  141. 

Adoniram  Judson,  93. 

Advanced  American  History,  90. 

Aids  in  United  States  History,  314. 

Aims  of  the  history  teacher,  32-44. 

Ainsworth  &  Co.,  253,  312. 

Alabama,  70,  73. 

Alden,  John,  156. 

Alden,  Priscilla,  148,  156. 

Alderman,  E.  A.,  5,  96. 

ALLEN  :  History  in  Education,  310  ; 
North  Carolina  History  Stories, 
75  ;  Topical  Studies  in  American 
History,  310. 

Allen,  James  L.,  27. 

Alliterative  outline  of  American 
history,  266,  267. 

Allyn  &  Bacon,  84,  317. 

Alumni  Bulletin,  113. 

"America,"  21,  246. 

American  Beginnings  in  Europe,  83. 

American  Book  Co.,  26,  65-68,  76, 
79-81,  83-86,  88,  89,  94,  95,  311, 
315. 

American  Colonial  History,  92. 

American  Colonial  Tracts,  253. 


teenth  Century,  84. 

American  Constitutional  History, 
314. 

American  Federal  State,  29. 

American  Hero  Stories,  66,  80,  94. 

American  Historical  Association, 
310-316. 

American  Historical  Review,  16,  19, 
315. 

American  History  (Ashley),  93. 

American  History  (Stephenson),  93. 

American  History  and  Government, 
29. 

American  History:   First  Book,  83. 

American  History  for  Grammar 
Schools,  88. 

American  History  in  Literature,  28. 

American  History  Leaflets,  253. 

American  History  Stories,  81,  86. 

American  History  Story  Book,  141. 

American  History  told  by  Con 
temporaries,  84,  87,  90. 

American  Indians,  86. 

American  Leaders  and  Heroes,  90. 

American  literature,  books  on,  26- 
28,  88-91. 

American  Orations,  254. 

American  Painting,  28. 

American  Pioneers,  66. 

American  School  of  Historical 
Writers,  313. 

American  School  Peace  League,  81, 
141,  311. 

American  Steam  Navigation,  78. 

America's  Story  for  America's  Chil 
dren,  83. 

"America  the  Beautiful,"  247. 


325 


326 


INDEX 


Analytical     Questions     in     United 

States  History,  224. 
ANDREWS  (C.  M.)  :    Colonial  Self- 
Government,  95. 
ANDREWS  (E.  B.) :    Outline  of  the 

Principles  of  History,  310. 
Andrews,  Mrs.  F.  F.,  81,  141,  311. 
"An  Experiment  in  Teaching  Local 

History,"  68. 
Appleton  &  Co.,  26,  30,  67,  78,  89, 

141,  310,  313. 
ARAQO  :>    Watt  Improves  the  Steam 

Engine,  78. 
Arizona,  70. 
Arkansas,  70. 
Art  Education,  28. 
Art  in  relation  to  history,  21,  22, 

28,  29,  67. 

"Art  of  Questioning,"  224. 
Art  of  the  Ages,  28. 
Asbury,  Francis,  92. 
ASHE  :    History  of  North  Carolina, 

75.1 
ASHLEY  :    American  Federal  State, 

29  ;     American   Government,    95  ; 

American  History,  93 ;    Colonial 

History,  92. 
Association  in  history  study,  179, 

180,  324. 

Attention,  power  of,  171,  180. 
Aztecs,  28. 

BABCOCK  :  American  Nationality, 
95. 

BACON  :   Historic  Pilgrimages,  26. 

Bacon,  Dolores  M.,  249. 

Bad  points  in  history  teachers,  320, 
321. 

BAILEY  (C.  S.) :  For  the  Story 
Tetter,  141,  310. 

BAILEY  (H.  T.)  :  Art  Education,  28. 

Baker  &  Taylor  Co.,  29. 

Balboa,  79,  80,  257. 

BALDWIN:  Discovery  of  the  Old 
Northwest,  80  ;  Four  Great  Ameri 
cans,  66,  89 ;  Old  Stories  of  the 
East,  65. 


Ball,  E.  R.,  248. 

Balmforth,  Ramoden,  151. 

BANCROFT  :  Arizona  and  New 
Mexico,  70  ;  California,  70 ;  Ne 
vada,  Colorado,  and  Wyoming,  71, 
74 ;  Utah,  77. 

BARLOW  :    The  Lost  Colony,  69. 

BARNARD  :    Teaching  of  Civics,  310. 

Barnard,  Henry,  92. 

BARNES  :  Studies  in  American  His 
tory,  310 ;  Studies  in  Historical 
Method,  310 ;  The  Historic  Sense, 
310. 

Barnes  Co.,  249. 

BARRY  :  History  of  Massachusetts, 
73. 

BARTON  :   Human  Progress,  96. 

Barton,  Clara,  92. 

BASSETT  :  A  Short  History  of  the 
United  States,  95 ;  The  Federalist 
System,  91. 

BATCHELDER  :  History  of  Dakota, 
71. 

BATES  (E.  W.) :  Pageants,  160. 

BATES  (K.  L.) :  American  Litera 
ture,  88 ;  English  History  Told 
by  English  Poets,  69. 

Battle  over  the  generals,  273,  274. 

BAYLISS  :    Two  Algonkin  Lads,  64. 

BEEBE  :  Four  American  Pioneers, 
67. 

Beginner's  American  History,  86. 

Beginners'  History  of  the  United 
States,  83,  86. 

Bell  Co.,  66. 

BENNETT:  The  Bible  Story,  65; 
The  New  Testament  Story,  65. 

BENTON:  American  History,  83; 
History  of  the  United  States,  92. 

BEST  :   Northwest  Passage,  81. 

Betsy  Ross  House,  254. 

BETTS  :    The  Recitation,  224. 

Bible  hero  stories,  65. 

Bible  Story,  The,  65. 

Biographical  review,  271. 

Biography,  value  of,  in  history  study, 
143-151,  153. 


INDEX 


327 


Birchard  &  Co.,  249. 

BISHOP:  American  Manufactures, 
82. 

BLACK  :   Story  of  Ohio,  75. 

BLAISDELL  :  American  History 
Story  Book,  141 ;  Story  of  Ameri 
can  History,  85. 

BLAKE:    Peace  in  the  Schools,  311. 

BLISS  :  History  in  Elementary 
Schools,  311. 

BOOART  :  Economic  History,  26,  78, 
90,  305. 

BOGGESS  :   Settlement  of  Illinois,  72. 

BOLTON  :  Girls  Who  Became  Fa 
mous,  94;  Successful  Women,  97. 

BOND  :    Tennessee  Pioneers,  76. 

Book  lists :  civics  and  history,  29  ; 
economics  and  history,  30 ; 
ethics  and  history,  29  ;  for 
teachers  of  history,  310-316; 
for  the  grades,  64-97;  for  the 
story-teller,  141,  142 ;  geography 
and  history,  26 ;  handwork  and 
history,  30,  31 ;  literature  and 
history,  26-28  ;  music  and  art 
and  history,  28,  29  ;  natural 
science  and  history,  30  ;  sociology 
and  history,  29,  30  ;  source  books 
of  history,  253,  254. 

Book  lists  suggested  for  notebooks, 
283,  284. 

Books,  acquaintance  with  neces 
sary,  119,  308-310. 

Boomerang  questions,  220. 

Boone,  Daniel,  63,  66,  67,  148,  150, 
158,  296. 

Boone' 's  Wilderness  Road,  95. 

Boston,  73. 

BOURNE  :  American  History,  83  ; 
History  of  the  United  States,  92 ; 
Teaching  of  History  and  Civics, 
311. 

BOWKER  :  Busy  Hands,  30. 

BOYD  :    Triumphs  and  Wonders,  30 . 

BOYER:  History,  311. 

Boyhood  of  Christ,  65. 

BOZMAN  :    History  of  Maryland,  73 . 


BRADFORD  :  History  of  Massachu 
setts,  73 ;  Journal,  64. 

Bradley  Co.,  31,  141,  310. 

BREESE  :   History  of  Illinois,  72. 

Brewer  Publishing  Co.,  249. 

Brief  Course  in  the  Teaching  Pro 
cess,  307. 

BRIGHAM  (A.  P.) :  Commercial 
Geography,  82,  85 ;  Geographic 
Influences,  26. 

BRIGHAM  (C.  S.) :  History  of 
Rhode  Island,  76. 

British  dynasties  in  mnemonic,  269. 

BROOKE  :    English  Literature,  26. 

BROOKS:  The  Story  of  New  York, 
75. 

BROOKS  (E.  C.):  The  Story  of 
Cotton,  85. 

BROOKS  (E.  S.)  :  Historic  Girls,  97. 

BROWN  :  History  of  Alabama,  70  ; 
History  of  Texas,  76 ;  Story  of 
Our  English  Grandfathers,  69. 

BRUCE  (H.  A.) :  Woman  in  the 
Making  of  America,  97. 

BRUCE  (P.  A.) :  Social  Life  of 
Virginia,  95 ;  Social  Life  of  the 
South,  95. 

Brumbaugh,  M.  G.,  258. 

BRYANT  :    How  to  Tell  Stories,  141. 

Bryant,  W.  C.,  88. 

BUCKMAN  :  Old  Steamboat  Days,  78. 

BURCH  :   Economics,  30. 

Bureau  of  National  Literature,  254. 

BURGER  :    History  of  Virginia,  77. 

BURGESS  :  The  Civil  War,  90  ;  The 
Middle  Period,  305. 

Burgoyne's  surrender,  267. 

BURNABY  :    Travels,  95,  255. 

BURNS  :   Holiday  Program,  64. 

BURR  :  Reports  on  History,  311. 

BURTON  :  Indians  of  New  England, 
64 ;  Lafayette,  85. 

BURTON  (A.  H.) :  Four  American 
Patriots,  89. 

BURTON  (R.)  :  Literary  Leaders,  90. 

Busy  Hands,  30. 

Butler  &  Co.,  76. 


328 


INDEX 


Cable  Co.,  248. 

CABLE  :  Old  Creole  Days,  27. 

Cabots,  The,  81. 

CAFFIN  :  American  Painting,  28  ; 
How  to  Study  Pictures,  28. 

CALDWBLL  :  A  Source  History,  253  ; 
Selections  from  Sources,  253. 

California,  70,  71. 

Cambridge  Press,  314. 

CAMPBELL  :  Famous  American 
Statesmen,  89. 

Camps  and  Firesides  of  the  Revo 
lution,  66,  86,  253. 

Canada,  How  Discovered  and  Settled, 
80. 

Canals,  Great  American,  90. 

Cape  Girardeau  Normal  School,  30. 

Carolinas,  The,  73. 

Carpenters'  Hall,  254. 

Carson,  Kit,  66,  67. 

CARTER  :   Mark  Hopkins,  96. 

CARUTHERS  :  Cavaliers  of  Virginia, 
27. 

Causes  of  the  Civil  War,  90. 

Cavaliers,  69. 

Cavaliers  of  Virginia,  27. 

Century  Co.,  28,  88,  90. 

CHADWICK  :  Causes  of  the  Civil 
War,  90. 

Chain  method  in  map-drawing, 
274,  275. 

Champlain,  79. 

Champlain  in  Canada,  81. 

CHANDLER  :  Makers  of  American 
History,  67,  90,  301 ;  Makers  of 
Virginia  History,  65,  77 ;  Our 
Republic,  89. 

CHANNING  :  American  History 
Leaflets,  253  ;  Guide  to  American 
History,  28,  68,  311 ;  Story  of  the 
Great  Lakes,  84;  Student's  His 
tory,  87,  93;  The  Jeffersonian 
System,  91. 

Charleston,  76. 

CHARTERS  :  Teaching  the  Common 
Branches,  311. 

Charts  and  graphs,  value  of,  in  his 


tory    teaching,    165,     166,    285, 

286,  322. 

CHASE  :   Stories  of  Industry,  82,  84. 
Chatham  on  the  study  of  English 

history,  20. 
CHENEY  :    European  Background  of 

American  History,  84 ;    Pilgrims 

in  1636,  27. 

Child  Life  in  Colonial  Days,  86. 
Children's  Library,  249. 
Children's     Stories     of     American 

Progress,  79,  89. 
CHITWOOD  :     Makers   of  American 

History,  67,  90. 
Choir  Invisible,  The,  27. 
Chorley,  H.  F.,  247. 
Christian  Church,  History  of  the,  96. 
Christ  stories  for  children,  65. 
Chronological     order     in     history 

study,  63,  68,  82,  83,  88. 
CHURCH  :  Stories  from  English  His 
tory,  70 ;    Stories  from  the  Bible, 

65. 

CHURCHILL  :  The  Crisis,  27. 
Circuit  Rider,  The,  27. 
Civic  values  of  history,  3-6,  22-24, 

42-44. 
Civil   Government   as   Developed    in 

the    States    and    in    the      United 

States,  29,  95. 

Civil  government  as  related  to  his 
tory,  22,  23. 
Civil    Government    in    the     United 

States,  29,  93. 
Civil  War,  books  on  the,  27,  88,  89, 

90,  91. 

Civil  War  and  the  Constitution,  90. 
Clark  Co.,  90,  95. 
Clark,  G.  R.,  67. 
Classification,  principle  of,  in  history 

study,  149,  150. 
Clearness  in  method,  37,  38. 
CLEVELAND  :   Henry  Hudson,  70. 
Clio,  muse  of  history,  3,  237. 
Clippings  and  pictures,  284,  285. 
CLOUGH  :   Social  Christianity,  96. 
CLOW  :   Stories  of  Industry,  82,  84. 


INDEX 


329 


COCKRTJM:   History  of  Indiana,  72. 
CODD  :   Story  of  Lafayette,  86. 
CODY  :    Four  American  Poets,  88 ; 

Four  Famous  Writers,  88. 
COFFIN  :   Old  Times  in  the  Colonies, 

95. 

COLEMAN  :  Social  Ethics,  29. 
College  work  in  history,  49,  51,  122, 

123,  256. 
College  graduates  as  teachers,  122- 

124. 

COLLINS  :   History  of  Vermont,  77. 
Colonial  Children,  64,  83,  253. 
Colonial  Days,  86,  92. 
Colonial  Days  and  Dames,  94. 
Colonial  Days  in  Old  New  York,  92. 
Colonial  Era,  The,  84. 
Colonial  Holidays,  78. 
Colonial  Plays  for  the  Schoolroom, 

160. 

Colonial  Self-Government,  95. 
Colonial  Tracts,  253. 
Colonies,  The,  85. 
Colony  to  Commonwealth,  86. 
Colorado,  71,  74. 
Columbus,  Christopher,  67,  81,  84, 

128,  148,  252,  257,  286,  287. 
Columbus  and  Magellan,  68. 
COMAN  :   Economic  Beginnings,  90  ; 

English  History  Told  by  English 

Poets,  69  ;  Industrial  History,  26, 

78,  90,  305. 

Commercial  Geography,  82,  85. 
Commerce  of  the  Prairies,  90. 
Commonplace  questions,  220,  221. 
Community  and  Citizen,  29. 
Complacent  questions,  218,  219. 
Concrete  forms  of  expression,  value 

of,   38,   39,    100,    117,    118,    147, 

148. 

Confederate  Girl's  Diary,  A,  255. 
Confederation  and  Constitution,  96. 
Confusion  of  names  and  terms  in 

history,  198-200,  203-206. 
Congressional  Globe,  255. 
Congressional  Record,  255. 
Connecticut,  71. 


CONNOR:    Story  of  the  Old  North 

State,  70. 

CONRAD  :    History  of  Delaware,  71. 
Conspiracy  of  Pontiac,  87. 
Constitutional     Convention,     167, 

252. 

Construction     work     in     history- 
teaching,   25,   64,   67,    102,    103, 

295,  301. 

COOK  :   Michigan,  73. 
COOKE  :   My  Lady  Pokahontas,  27  ; 

Stories  of  the  Old  Dominion,  66 ; 

Virginia,  70. 

COOPER  :  Water  Witch,  27. 
Copernicus,  257. 

CORBETT:     Drake    Captures     Car 
tagena,  81. 
CORNELL  :  History  of  Pennsylvania, 

75. 

Cortes,  Hernando,  79,  80. 
Cortes,  Montezuma,  and  Mexico,  80. 
Costumes    and    other    equipment, 

156-158. 

Cotton,  story  of,  82,  85. 
Cotton  Gin  and  the  Cotton  Industry, 

85. 

Cotton  Manufacture  Developed,   85. 
Courage,  pedagogical,  101,  102. 
Course  in  history  for  the  grades, 

46-48,  51,  60-97. 
Course  in  history  for  high  schools, 

48,  49,  51,  109. 
Course    of   Study    in    History    and 

Literature,  314. 

COUTANT  :  History  of  Wyoming,  78. 
Cox  :   Literature  in  Schools,  28. 
CRAIG  :  Roger  Williams,  76. 
Craven,  H.  W.,  200. 
Crisis  of  1837,  305,  306. 
Crisis,  The,  27. 
Critical  Period  of  American  History, 

87. 
Criticisms  of  history  teachers,  320- 

324. 

Crockett,  David,  67. 
Crowell  Co.,  29,  94. 
Cumberland  Road,  90. 


330 


INDEX 


Current  events,  320. 
Current  Literature  Co.,  89. 
Curry,  J.  L.  M.,  92. 
Curry :  A  Biography,  96. 

Dabney,  R.  H.,  113,  225,  226. 

DABNET  :    The  Cotton  Gin,  85. 

Da  Gama,  84. 

Dakota,  71. 

DANDRIDGE  :  A  Kentucky  Pioneer, 
72,  294;  Historic  Shepherds- 
town,  78,  301. 

Dare,  Virginia,  69. 

Date  contest,  276. 

Dates  in  history  study,  10,  68,  69, 
82,  99,  235-243,  263,  276,  281, 
282,  320,  323. 

Dates,  some  notable,  240-243,  265- 
267. 

DAVIS  :  History  of  Missouri,  74. 

DAVIS  (A.  C.)  :  Stones  of  the  United 
States,  80. 

Davis,  N.  K,,  185. 

Dawn  of  American  History  in 
Europe,  68,  83,  177,  286. 

Dawson,  Edgar,  211. 

Days  and  Deeds  a  Hundred  Years 
Ago,  84. 

Deadwood  Dick,  148. 

DEALEY  :   Sociology,  29. 

Debates  in  history  classes,  278. 

Delaware,  71. 

Delphi  inscription,  3. 

DENTON  :  Holiday  Facts  and 
Fancies,  65,  78. 

Derry-Collard  Co.,  31. 

Descriptive  and  Historical  Sociology, 
29. 

De  Soto,  79. 

De  Soto  and  His  Men,  80. 

De  Soto,  Marquette,  and  La  Salle,  80. 

Despot  of  Broomsedge  Cove,  27. 

Detroit  Publishing  Co.,  168. 

Development  of  American  Nation 
ality,  95. 

DEWEY  :   Ethics,  29. 

DEXTER  :   History  of  Education,  97. 


DICKINSON:  Study  of  History  of 
Music,  28. 

DICKSON  :  American  History,  88. 

"  Dictionary  habit,"  the,  175,  176, 
180. 

Dinkletown,  132,  133,  135. 

Discoverers  and  Explorers,  81. 

Discoveries  to  be  made  in  history 
study,  8,  103,  288,  323. 

Discovery  of  America,  68,  84. 

Discovery  of  the  Old  Northwest,  80. 

Discrimination  necessary  in  read 
ing,  177,  178,  180. 

Disliking  history,  reasons  for,  189- 
195. 

Division  and  Reunion,  91. 

Dix,  Dorothy,  92. 

"Dixie,"  song,  247. 

DOBBS  :   Primary  Handwork,  30. 

Documentary  Source  Book  of  Ameri 
can  History,  93,  96,  253. 

DODD  :  Statesmen  of  the  Old  South, 
01. 

DOLE  :   Ethics  of  Progress,  29. 

Dolly  Madison,  97. 

DOPP  :  Primitive  Life,  30. 

Dorothea  Lynde  Dix,  97. 

Double-barrel  questions,  215. 

Doubleday,  Page  &  Co.,  249. 

Drake  Captures  Cartagena,  81. 

Drake,  Francis,  79,  81. 

DRAKE  :  Pioneer  Life  in  Kentucky, 
72. 

DRAKE  (F.  S.) :  Indian  History, 
64. 

DRAKE  (S.  A.) :  Making  of  New 
England,  64 ;  Virginia  and  the 
Middle  Colonies,  70. 

Dramatic  Method  of  Teaching,  160. 

"Dry  facts"  of  history,  10,  11. 

Dulaney-Boatwright  Co.,  77. 

DUNN  :  Community  and  Citizen,  29. 

DURRIE  :   History  of  Missouri,  74. 

Dutch  and  Quaker  Colonies,  95. 

Dutch  Settlement  of  New  York,  81. 

DWIGHT:  History  of  Connecticut, 
71. 


INDEX 


331 


DYE  :   The  Story-Teller's  Art,  141. 
Dynamic  teaching,  182-188. 

EARHART:  Teaching  Children  to 
Study,  181. 

EARLB  :  Child  Life  in  Colonial  Days, 
86;  Colonial  Days  in  Old  New 
York,  92 ;  Customs  of  Old  New 
England,  65  ;  Home  Life  in  Colo 
nial  Days,  87,  92 ;  Margaret 
Winthrop,  97 ;  Stage-Coach  and 
Tavern  Days,  95. 

EATON  :  Roger  Williams,  76. 

Echoes  from  Dixie,  247. 

Economic  Beginnings  of  the  Far 
West,  90. 

Economic  crises,  305-307. 

Economic  History  of  the  United 
States,  26,  78,  90. 

Economics,  Briefer  Course,  30. 

Economics  as  related  to  history, 
23,  24. 

Edison,  T.  A.,  79,  89. 

Education  in  the  United  States,  97. 

Education,  magazine,  referred  to, 
9,97. 

Educational  Problems,  313. 

Educational  Publishing  Co.,  29, 
64-66,  73,  75,  78-82,  84,  86,  89, 
93,  142,  160. 

Edwards,  Mrs.  Griff,  247. 

Efficient  citizenship  to  be  pro 
moted,  5,  6,  23,  39,  40,  42-44. 

EGGLESTON  :  The  Circuit  Rider,  27  ; 
First  Book  of  American  History, 
68;  Stories  of  Great  Americans, 
67. 

EGLE  :   History  of  Pennsylvania,  75. 

Eight,  Committee  of,  312,  313. 

Election  day,  a  class  exercise,  275, 
276. 

Elementary  History  of  the  United 
States,  86. 

Elements  of  Economics,  30. 

Eliot,  John,  92. 

Eliza  Pinckney,  97. 

Ellen  H.  Richards,  94. 


ELLIS  :    Penn's  Founding  of  Phila 
delphia,  81. 
ELY  :  Economics,  30. 
Ely,  R.  T.,  269. 
Embargo,  The,  304. 
England's  Story,  70. 
English  History,  Source  Book  of,  70. 
English    History     told    by    English 

Poets,  69. 
English  Literature,  title  of  several 

manuals,  26. 
Enthusiasm,    value    of    in    history 

study,   33,    100,    101,    104,    187, 

320,  322. 

ESENWEIN  :   How  to  hold  an  Audi 
ence,  141. 
Essays  on  the  Teaching  of  History, 

314. 

Ethics,  29. 
Ethics  in  history,  23,  42-44,  145- 

147,  221-224. 
Ethics  of  Progress,  29. 
European  Background  of  American 

History,  84. 

European  History  in  the  College,  316. 
Evangelical  Revival,  96. 
Everyday  Heroism,  141. 
Everyday  Life  in  the  Colonies,  86. 
Examinations  in  history,  failing  on, 

196-211. 
Examination    papers,    the   grading 

of,  225-234. 
Excursions,  historical,  7,  164,  165, 

320,  323. 
Explorers  and  Founders  of  America, 

68. 
Expression,  to  balance  impression, 

141. 
Eye-gate,  value  of  the,  161-168. 

FAIRBANKS:  Florida,  71. 
FAIRBANKS  (H.  W.)  :    The  Western 

United  States,  26. 
Fair  God,  The,  28. 
Famous  American  Statesmen,  89. 
Famous  Women,  A  Group  of,  94. 
Fanueil  Hall,  254. 


332 


INDEX 


FARRAND  :    Report  on  History,  312. 

FAST  :  History  of  West  Virginia,  77. 

Fast  reading  in  history  study,  175, 
176. 

Father  Marguette,  80. 

"Father  of  the  Constitution,"  227. 

Federal  and  State  Constitutions, 
254. 

Federalist  System,  91. 

Fell  Co.,  97. 

FERNOW  :   The  Ohio  Valley,  75. 

FERRIS  :  History  of  Settlements  on 
the  Delaware,  71. 

FICKETT  :  Days  and  Deeds,  84 ; 
Life  in  the  Colonies,  86. 

Field,  Cyrus  W.,  149. 

Fields  for  historical  discovery,  260- 
262. 

Fifty-four-Forty  or  Fight,  27. 

Fighting  spirit,  the,  131,  132. 

FINLAY-JOHNSON  :  Dramatic  Meth 
od,  160. 

First  Book  in  Virginia  History,  66. 

First  Book  of  American  History,  68. 

First  Christmas,  The,  65. 

"First  citizens,"  a  class  exercise, 
275. 

First  Course  in  American  History, 
83,  86. 

First  Year  of  College  Work  in  His 
tory,  313. 

FIRTH  :  A  Plea  for  History,  312. 

FISH  :  American  Nationality,  95. 

FISHER:  Men,  Women,  and  Man 
ners,  95. 

FISHER  (G.  P.) :  The  Christian 
Church,  96  ;  The  Colonial  Era,  84. 

FISKE:  Civil  Government,  29,  93; 
Discovery  of  America,  68,  84 ; 
Dutch  and  Quaker  Colonies,  70, 
95;  How  the  United  States  Be 
came  a  Nation,  93  ;  The  Critical 
Period,  87. 

Fitch,  John,  69. 

Five,  Committee  of,  312,  314. 

"Flag  of  the  Free,"  246. 

Flanagan  Co.,  27,  30,  66,  69,  71-73, 


78-80,  82,  84,  86,  89,  90,  97,  224, 

314,  315. 

FLEMING  :   Reconstruction,  90. 
FLICKINGER:   Civil  Government,  29, 

95. 

FLING  :  Historical  Method,  312. 
FLINT  :   Railroads,  78. 
"Floor  power,"  120,  121. 
Florida,  27,  71. 
FOLWELL  :  Minnesota,  73. 
FOOTE  :     Explorers    and    Founders 

of  America,  68,  80  ;   Texas  and  the 

Texans,  76. 

FORD  :  Janice  Meredith,  27. 
FORMAN  :     American    History,    90 ; 

Useful  Inventions,  88. 
Formation  of  the  Union,  87. 
FORSTER  :  Stories  of  Minnesota,  73. 
For  the  Story  Teller,  141,  310. 
FORTIER  :   History  of  Louisiana,  72. 
FOSTER:    A  History  Syllabus,  312. 
Foster,  H.  D.,  234. 
Foster's  notebooks,  289,  290. 
Foundations  of  Sociology,  30. 
Foundations  of  the  Republic,  86. 
Four  American  Explorers,  88. 
Four  American  Indians,  86. 
Four  American  Inventors,  79,  89. 
Four  American  Patriots,  89. 
Four  American  Pioneers,  67. 
Four  American  Poets,  88. 
Four  Famous  American  Writers,  88. 
Four  Great  Americans,  66,  89. 
Four  Great  Pathfinders,  84. 
Franciscan  Missions  of  California, 

93. 

Francis  Wayland,  97. 
Franklin,   Benjamin,   66,   89,    150, 

156,  158,  167. 
Fremont,  J.  C.,  66,  88. 
French,  the,  27. 

French  War  and  the  Revolution,  87. 
Friendship  of  Nations,  29. 
Frobisher,  Martin,  79. 
From  Sail  to  Steam,  78. 
Fulton,    Robert,    69,   79,    89,    156, 

241,  301-304. 


INDEX 


333 


GAMBBILL  :    Maryland  History,  73. 
GARDNER:    Winners  of  the  World, 

93. 

GARESCHE  :  Art  of  the  Ages,  28. 
GARLAND  :   A  Little  Norsk,  27. 
GARNEAU:   La  Salle  Names  Loui 
siana,  81. 
GARNER:     History    of   the    United 

States,  287,  305. 

G ATHANY  :  ' '  Reconstruction  of  His 
tory  Teaching,"  9. 
Geographical    contest    in    history 

study,  274. 

Geographic  Conditions,  26. 
Geographic  Environment,  26. 
Geographic  Influences  in  American 

History,  26. 
Geography  as  related  to  history, 

17,  18,  26,  320. 
George  Washington,  91. 
Georgia,  27,  71,  73. 
Georgia  Scenes,  27. 
GIDDINGS:  Sociology,  29. 
GILBERT:  History,  312. 
GILCHRI8T :   Mary  Lyon,  94. 
GILMAN  :  Seat  Work,  30. 
Ginn  &  Co.,  26,  28,  29,  64,  65,  68, 
73,  75,  77,  82,  84-86,  88,  93,  94, 
141,  142,  160,  310,  311,  313,  314. 
Girls  Who  Became  Famous,  94. 
Good   points   in  history   teachers, 

322-324. 

GOODWIN  :  The  Pilgrim  Republic,  73. 
GOODWIN   (M.   W.) :   Dotty  Madi 
son,  97. 
GORDON:    History  of  New  Jersey, 

74. 
GORDON   (A.  C.)  :  J.  L.  M.  Curry 

96. 

GORDY  :  American  Beginnings  in 
Europe,  83 ;  American  Leaders, 
90 ;  Colonial  Days,  86,  92  ;  Ele 
mentary  H'istory,  86 ;  History 
of  the  United  States,  88 ;  Stories 
of  American  Explorers,  81 
Stories  of  American  History,  83 
Government  Printing  Office,  254. 


Grabill,  J.  H.,  77. 
raded  course,  value  of  a,  54,  60, 
61. 

rade  I,  outline  of  work  in  history 
for,  63,  64. 
rade  II,  67. 
rade  III,  69. 
Grade  IV,  79,  80. 
Grade  V,  82. 
rade  VI,  85. 
rade  VII,  87,  88. 
rade  VIII,  92. 

rading  history  papers,  225-234. 
raff,  George,  248. 
rammar  grade  lesson  plan,  305- 
307. 

randfather's     Tales     of     Colonial 
Days,  83. 

randmammd's    Tales    of   Colonial 
Days,  93. 
Grant,  U.  S.,  89. 
GRAVES  :  Great  Educators,  94. 
GRAY  :   History  of  Oregon,  75. 
Great  American  Educators,  94. 
Great  American  Industries,  30,  79, 

82,  84,  89. 
Great  Educators  of  Three  Centuries, 

94. 

Great  Events  by  Famous  Historians, 
30,  69,  70,  78,  81,  85,  87,  96,  301. 
Green,  J.  R.,  20,  173. 
GREEN  :  Pioneer  Mothers,  97. 
GREENE  :   History  of  Rhode  Island, 

76. 

GREENE  (E.  B.)  :  Problems  of  His 
torical  Societies,  312 ;    Provincial 
America,  95. 
GREGG     (J.)  :      Commerce     of    the 

Prairies,  90. 

GREGG  (R.  E.)  :    Syllabus  of  His 
tory  Work,  30. 
GRIFFIN  :     Writings    on    American 

History,  312. 

Group  study,  171,  172,  180. 
GUE  :   History  of  Iowa,  72. 
GUERBER  :    The  Great  Republic,  86  ; 
The  Thirteen  Colonies,  86. 


334 


INDEX 


Guide  to  American  History,  28,  68, 

311. 
GULLIVER  :    Friendship  of  Nations, 

29. 
GWATKIN  :  Teaching  of  History,  314. 

HAILEY  :  History  of  Idaho,  72. 

HAINES  :  History  of  New  Mexico, 
74. 

Half  Moon,  the,  69. 

HALL  :    History  of  Vermont,  77. 

HALL  (G.  S.)  :  Methods  of  Teach 
ing  and  Studying  History,  313  ; 
Pedagogy  of  History,  313. 

HALL  (J.  O.) :  Lives  of  the  Presi 
dents,  90. 

Hall  &  McCreary,  249. 

Hall-Mack  Co.,  249. 

HALLECK  :  American  Literature,  26, 
88. 

HALLUM:  History  of  Arkansas,  70. 

Hamilton,  Alexander,  43,  89,  167. 

HAMILTON  :  Our  Republic,  89. 

Hampden,  John,  149. 

Hancock,  John,  167. 

Handwork  for  Kindergarten,  31. 

Handwork  in  history  study,  17,  25, 
102,  103. 

HANDY  :  The  Cotton  Gin,  85. 

Hanson-Bellows  Co.,  315. 

HAPGOOD:    George  Washington,  91. 

HARDING  :   Story  of  Europe,  83. 

Harper  &  Bros.,  64-66,  80,  81,  84, 
90,  91,  95,  96. 

Harper's  Encyclopaedia  of  United 
States  History,  313,  316. 

HARRISON  :  Meaning  of  History, 
313. 

HARSHA  :   Story  of  Iowa,  72. 

HART  :  American  History  Leaflets, 
253 ;  American  History  Told  by 
Contemporaries,  84,  87,  90 ; 
Camps  and  Firesides,  66,  86 ; 
Colonial  Children,  64,  83;  For 
mation  of  the  Union,  87 ;  Guide 
to  American  History,  28,  68,  311  ; 
Historical  Writers,  313  ;  How  Our 


Grandfathers     Lived,     93,     294; 

Source-Book  of  American  History, 

84,  93,  253;    Source   Readers   in 

American  History,  253. 
HARTMANN  :    History  of  American 

Art,  28. 
HARTWELL:     Teaching  of  History, 

313. 

HASKINS:    Report  on  History,  313. 
Hayne,  Robert  Y.,  91. 
Heath  &  Co.,  26,  28-30,  72,  76,  83, 

84,  86,  89,  92,  94,  95,  310,  311, 

313. 

HEATON  :  Story  of  Vermont,  77. 
HENDERSON  :    Cotton  Manufacture, 

85. 

Hennepin,  Father,  92. 
Henry  Hudson  Explores  the  Hudson 

River,  70. 
Henry  Martyn  and  Samuel  J.  Mills, 

94. 

Henry,  Patrick,  89. 
Heroes  of  Industry,  78. 
Heroines  of  Modern  Progress,  94. 
Heroism,  of  the  better  sort,  131- 

140. 

Hiawatha,  dramatized,  156,  157. 
High  school  work  in  history,  48,  49, 

51,  106-113,  256,  315. 
Hildebrand,  E.  T.,  248. 
HILDRETH  :  King  Philip's  War,  87. 
HILL  :   History  of  Oklahoma,  75. 
HILL  (M.) :    American  History   in 

Literature,  28. 
"Hills  of  Tennessee,"  248. 
Hinds  &  Noble,  141,  249. 
Hinsdale,  B.  A.,  quoted,  127. 
HINSDALE  :      Horace     Mann,     97 ; 

How  to  Study  and  Teach  History, 

313. 
Historical  excursions,  7,  64,  67,  164, 

165,  320,  323. 

"Historical  Museum,"  103. 
Historical  Research,  316. 
Historic  Girls,  97. 

Historic  Pilgrimages  in  New  Eng 
land,  26. 


INDEX 


335 


Historic  Sense  among  Primitive 
Peoples,  310. 

Historic  Shepherdstown,  78. 

History :  a  chain  of  cause  and 
effect,  15 ;  a  comprehensive  sub 
ject,  11,  12,  201,  202;  a  con 
structive  study,  14,  15 ;  a  diffi 
cult  subject,  12,  201,  202;  a 
progressive  science,  13 ;  a  vital 
subject,  12,  13 ;  interpretation 
as  well  as  recordation,  15,  16. 

History  and  Civics  in  the  Grades, 
315. 

History  and  Civil  Government,  314. 

History  and  Literature  in  Grammar 
Grades,  28. 

"History  as  Literature,"  19,  315. 

History  as  Past  Ethics,  29. 

History  as  related  to :  art  and 
music,  17,  21,  22,  28,  29 ;  civics 
and  civil  government,  5,  6,  17, 

22,  23,  29,   315;    economics,   17, 

23,  24,  30;    ethics,   17,    23,    29; 
geography,    17,     18,    26 ;    litera 
ture,    17-21,    26-28,    315,    323; 
natural  science,  17,  24,    25,   30; 
sociology,  17,  23,  29,  30. 

History  for  the  Grades,  313. 
History  in  college,  49,  51,  122,  123, 

256,  312. 
History  in  high  school,  48,  49,  51, 

106-113,  256,  312,  314,  315. 
History  in  Secondary  Schools,  314. 
History  in  the  College  Curriculum, 

312. 
"History      in      the      Elementary 

Schools,"  97,  311. 
History  in  the  grades,   28,  46-48, 

60-97,  311,  313,  315. 
"History  in  the  High  School,"  113, 

315. 

"History  in  the  High  School  Curric 
ulum,"  106. 
History  in  the  normal  school,  54- 

59,  114-125,  286,  288,  308,  309. 
History  more  than :'  dates,  10 ;  facts, 

10,  11 ;  or  narrative,  10,  11. 


History  of  a  History,  20. 

History  of  American  Art,  28. 

History  of  American  Painting,  29. 

History  of  the  English  People,  20. 

History  of  the  United  States,  89,  287. 

History  of  the  United  States  for 
Schools,  88,  89. 

History  of  Virginia,  93. 

History  Reader  for  Elementary 
Schools,  28. 

History     should     promote :      civic 
efficiency,  5,  6,  23,  39,  40,  42-44 
knowledge,    2 ;    pleasure,    1,    2 
power    of     appreciation,     2,    3 
sympathy,    4,  5 ;    understanding 
of  oneself,  3,  4. 

History  stories,  qualities  desirable 
in,  128-131. 

History  Syllabus  for  Secondary 
Schools,  312. 

History  Teacher's  Magazine,  59,  68, 
106,  113,  211,  234,  262. 

HITCHCOCK  :  The  Louisiana  Pur 
chase,  88. 

HITTELL  :  History  of  California,  71. 

HODGDON  :  First  Course  in  Ameri 
can  History,  83,  86. 

Holiday  Facts  and  Fancies,  65,  78. 

Holiday  Program,  64. 

Holidays,  celebration  of,  47,  53,  63, 
67-69,  79-82,  85,  88,  100,  102, 
320. 

Holidays,  materials  for  celebrating, 
68,  78. 

HOLLANDS:  When  Michigan  was 
New,  73. 

HOLLISTEB  :  History  of  Connecticut, 
71. 

HOLLOW  AY  :  History  of  Kansas,  72. 

Holmes,  O.  W.,  88. 

Holt  &  Co.,  26,  29,  30,  91,  314,  316. 

Holy  Alliance,  267,  268. 

Home  direction  in  history  study,  6, 
7,  46,  52,  53. 

Home  Life  in  Colonial  Days,  87. 

Hopkins,  Mark,  92,  185. 

Horace  Mann,  97. 


336 


INDEX 


Horace    Mann    and    the    Common 

School  Revival,  97. 
Horseshoe  Robinson,  27. 
HORTON  :  Famous  Women,  94. 
HOTCHKISS  :  Representative     Cities, 

26. 

HOUGH  :  54~40  or  Fight,  27. 
Houghton  Mifflin  Co.,  26-29,  66,  68, 

70-72,  74,  80,  81,  83,  84,  87,  91, 

93-97,    141,   181,  224,  255,  311, 

313,  314. 

Houston,  Sam,  156. 
HOWARD:  Four   Great   Pathfinders, 

84. 
HOWE  :     Historical    Collections    of 

Virginia,  77. 
Howe,  S.  B.,  97. 
HOWISON  :  The  Lost  Colony,  69. 
How   Our   Grandfathers   Lived,   93, 

253. 

How  the  United  States  Became  a  Na 
tion,  93. 

How  to  Hold  an  Audience,  141. 
How  to  Study  and  Teach  History, 

127,  313. 
How  to  Study  and  Teaching  How  to 

Study,  181. 

How  to  Study  Pictures,  28. 
How   to    Teach   and   Study    United 

States  History,  315. 
How  to  Tell  Stories,  141. 
HOXIE  :  Handwork,  31. 
HUBBELL  :  Horace  Mann,  97. 
Hudson,  Henry,  69,  156. 
Hugh  Wynne,  27. 
HULBERT  :        Boone's       Wilderness 

Road,  95  ;   Cumberland  Road,  90  ; 

Great  American  Canals,  90. 
HULST  :  Indian  Sketches,  86. 
Humanitarian  influence  of  history 

study,  4,  5. 
Human  Progress  through  Missions, 

96. 
HUMPHREY  :      American     Colonial 

Tracts,  253. 

HUNT:  Ellen  H.  Richards,  94 
Hurst  &  Co.,  27. 


HUTCHINSON  :  American  Literature, 
254. 

Idaho,  72. 
Iliad,  The,  141. 
Illinois,  72. 
"Illinois,"  song,  248. 
Imagination,    historical,    3-5,    148, 

149,  256. 
Imagination,  the  appeal  to  the,  152, 

153,  176,  180,  221. 
Inch,  Francis,  140. 
Independence  Hall,  45,   166,    167, 

254. 

Index  words  in  questions,  210,  213. 
Indiana,  72. 

Indian  History  for  Young  Folks,  64. 
Indian  life,  27,  47,  156,  157. 
Indian  Sketches,  86. 
Indians  of  Florida,  27. 
Indians  of  New  England,  64. 
Indiscriminate  reading,  208-211. 
Industrial  Education,  31. 
Industrial  Evolution  of  the   United 

States,  91. 
Industrial  History  of  the  American 

People,  89. 
Industrial    History    of   the    United 

States,  26,  78,  90. 
"Innocency  of  words,"    174,    175, 

180,  206-208. 
Interest,  importance  of,   187,   190, 

323. 
Interest,   means  of  arousing,    187, 

194,  195,  256-260. 
Intermediate    grade    lesson    plan, 

301-304. 

"Interpretation  of  History,"  16. 
Introduction  to  Economics,  30. 
Introduction  to  the  Study  of  History, 

314. 

Introductory  American  History,  83. 
Iowa,  72. 
Ironclad  rule,  59. 
Iron  in  All  Ages,  82. 
Iron,  the  story  of,  80,  82. 
Irvine,  Elizabeth,  heroine,  132-135. 


INDEX 


337 


IRVING  :  Life  of  Columbus,  68. 
Irving,  Washington,  88. 
ISHAM  :  History  of  American  Paint 
ing,  29. 
Ivanhoe  notebooks,  290. 

Jackson,  Andrew,  89. 

JACKSON  :  Ramona,  27. 

JAEGER:    Teaching  of  History,  313. 

JAMES  :  Report  on  History,  313. 

Jamestown  Day,  80. 

Janice  Meredith,  27. 

Jefferson,  Thomas,  27. 

Jeffersonian  System,  The,  91. 

JERVEY  :  Robert  Hayne,  91. 

Jesus  as  a  teacher,  184. 

John  Brent,  28. 

John  Sevier,  Life  of,  76. 

JOHNSON  :   History  of  Nebraska,  74. 

JOHNSON  (A.  S.) :   Economics,  30. 

Johnson  Co.,  66,  75-77,  93. 

JOHNSON   (R.)  :    Great   Events,    30, 

69,  70,  78,  81,  85,  87,  96,  301. 
JOHNSTON  (A.)  :  The  United  States, 

96. 
JOHNSTON  (J.  H.)  :   Adoniram  Jud- 

son,  93. 

JOHNSTON  (M.)  :  Lewis  Rand,  27. 
JONES  :  History  of  Georgia,  71. 
JORDAN  :  War  and  Manhood,  313. 
Josephine  Shaw  Lowell,  97. 
JUDD  :  Margaret,  27. 
JTJDD  (M.  C.)  :  Wigwam  Stories,  64. 
Judicial  spirit,  to  be  exercised  in 

history  study,  111,  112,  124,  322, 

324. 

Judson,  Adoniram,  92. 
JUDSON  :  Montana,  74. 

Kane,  E.  K.,  88. 

Kansas,  72. 

KARNS  :    Tennessee  History  Stories , 

76. 
KEATINGE  :     Teaching   of  History, 

313 

Kellogg  &  Co.,  31. 
KEMP  :   History  for  the  Grades,  313, 
z 


KENDALL  :  Source  Book  of  English 
History,  70. 

KENNEDY  :  Horseshoe  Robinson,  27. 

KENT:    Southern  Literature,  253. 

Kentucky,  27,  72. 

KERCHEVAL:  The  Valley  of  Vir 
ginia,  77,  294. 

Key,  Francis  Scott,  244-246. 

Key  words  in  questions,  210,  213. 

KEYES:   Story-Telling,  141. 

Keystone  View  Co.,  168. 

KING  :   De  Soto  and  His  Men,  80. 

King  Philip,  85,  86. 

King  Philip's  War,  87. 

KINGSLEY  :  Four  American  Ex 
plorers,  88 

Kiralfy,  Imre,  248. 

Kirksville  Normal  School,  103. 

Knapp,  S.  A.,  92. 

LADD  :   Story  of  New  Mexico,  74. 
Ladies  and  dates,  235,  236. 
Ladies'  Home  Journal,  247. 
Lafayette,  128,  156. 
Lafayette,  The  Friend  of  American 

Liberty,  85. 

Lake  Erie  victory,  267. 
LAMPRECHT  :  What  is  History  ?  313. 
LANE  :   American  History  in  Litera 
ture,  28. 

LANG  :  Horace  Mann,  97. 
LANGLOIS  :  The  Study  of  History,  314. 
LANMAN  :    History  of  Michigan,  73. 
LANSING  :   Story  of  the  Great  Lakes, 

84. 
Lantern  talks  in  history  teaching, 

168,  278. 
LARNED  :     Literature    of   American 

History,  314. 
La  Salle,  79,  80. 
La  Salle  Names  Louisiana,  81. 
Las  Casas,  92. 
LATTT  :   Pathfinders,  90  ;    Vikings  of 

the  Pacific,  81. 
LAWLER  :    Columbus  and  Magellan, 

68  ;  Primary  History  of  the  United 

States,  88. 


338 


INDEX 


LEE  :    New   School   History  of  the 

United  States,  305. 
Lee,  R.  E.,  63. 
Lee,  R.  H.,  167. 
Lemcke  &  Buechner,  313. 
Lesson  plans  in  history,  142,  281, 

291-307. 

Lessons  in  Art,  29. 
"Let  Us  Have  Peace,"  248. 
LEVERING  :   Historic  Indiana,  72. 
Lewis  and  Clark,  66,  88. 
LEWIS:    History  of  West  Virginia, 

77. 

Lewis  Rand,  27. 
Liberty  Bell,  166. 
Liberty  Bell  Leaflets,  253. 
Library  of  American  Literature,  254. 
Library  of  Southern  Literature,  253. 
Life  in  Colonial  Days,  92. 
Life  of  Columbus,  68. 
Life  of  Daniel  Boone,  67. 
Life  of  Lee  for  Children,  66. 
Life  of  Lincoln,  66. 
Liking    history,    reasons    for,    194, 

195. 

Lily  and  Totem,  27. 
Lincoln,  Abraham,  66,  67,  89,  91. 
LINDSAY  :      Missions     and     Social 

Progress,  96. 

Lippincott  Co.,  70,  82,  93-95,  311. 
Literary  Leaders  of  America,  90. 
Literature,  aided  by  history,  2,  3, 

18-21,  26-28. 
Literature  in  Schools,  28. 
Literature    of    American     History, 

314. 
Little,  Brown,  &  Co.,  28,  70,  85,  87, 

89,  93,  97,  141. 
Little  Norsk,  A,  27. 
Lives  of  the  Presidents,  90. 
Lloyd,  Edward,  139. 
"Local  Historical  Excursions,"  103. 
Local  resources  for  history  study, 

6-8,  46,  47,  52,  53,  64,  68,  103, 

260-262. 
LODGE  :   Boston,  73  ;    History  of  the 

United  States,  287,  305. 


LONGFELLOW  :    Courtship  of  Miles 

Standish,  70. 
Longfellow,  H.  W.,  88. 
Longmans,  Green  &  Co.,  26,  29,  78, 

85-87,  90,  91,  96,  311. 
LONGSTREET:    Georgia  Scenes,  27. 
LOSSING  :  The  Hudson,  75. 
Lost  Colony,  The,  69. 
Lothrop,  Lee  &  Shepard,  97. 
Louisiana,  72. 
Louisiana  Purchase,  88. 
LOVE  :  Industrial  Education,  31. 
LOVERING  :    Stories  of  New    York , 

75. 

Lowell,  J.  R.,  88. 
LOWRY  :    History    of    Mississippi, 

73. 

Lwoff,  Alexis,  247. 
LYMAN  :  History  of  Oregon,  75. 

McCALL  :  History  of  Georgia,  71. 

MCCARDLE  :  History  of  Mississippi, 
73. 

MCCLINTOCK :  History  of  New 
Hampshire,  74. 

McClurg  &  Co.,  66. 

McCoNNELL  :  Southern  Orators,  91, 
253. 

MACDONALD  :  Documentary  Source 
Book  of  American  History,  93, 
96,  253  ;  Select  Documents,  254. 

MACE:  Method  in  History,  142, 
314  ;  Stories  of  Heroism,  88. 

MCELROY  :    The  Far  West,  90. 

McGEE  :  History  of  Tennessee,  76. 

McGovERN :  Stories  and  Poems, 
142. 

McKinley's  notebooks,  290. 

MCLAUGHLIN:  Constitutional  His 
tory,  314;  History  in  Secondary 
Schools,  314;  History  of  the 
United  States,  89  ;  The  Confedera 
tion  and  the  Constitution,  96. 

McLoughlin  Bros.,  83,  89,  93. 

Macmillan  Co.,  26,  28-30,  65-71, 
73,  78-81,  83,  84,  86-97,  142, 
249,  253,  307,  310,  312-315. 


INDEX 


339 


McMuBRT   (C.   A.) :    History  and 

Civil  Government,  314 ;    Pioneers 

of  the  Mississippi  Valley,  67,  93  ; 

Pioneers  on  Land  and  Sea,  81 ; 

Special   Method   in   History,    28, 

142,  314. 
McMuRRY  (F.  M.) :   How  to  Study, 

181. 

MACOMBER  :  Our  Authors,  89. 
Madison,  Dolly,  92. 
Madison,  James,  43,  167,  252. 
Magellan,  68,  79,  81,  84. 
MAQILL:   Virginia  History,  66,  301. 
MAQRUDER  :    History  of  Louisiana, 

72. 

MAHAN  :  From  Sail  to  Steam,  78. 
Maine,  73. 

Maine,  H.  S.,  quoted,  39. 
MAITLAND  :     Teaching   of  History, 

314. 

Makers  of  American  History,  67,  90. 
Makers  of  Virginia  History,  65. 
Making  of  New  England,  64. 
Making  of  the  Nation,  87,  96. 
Mann,  Horace,  92,  97. 
Manual  Training,  Economics  of,  31. 
Manufactures,  89. 
Manufactures,  History  of  American, 

82. 
Maps  and  drawings,  102,  103,  163, 

165,  166,  285,  286. 
Marconi,  William,  140. 
Marco  Polo,  84. 
Margaret,  27. 
Margaret  Winthrop,  97. 
Mark  Hopkins,  96. 
Marquette,  Father,  47,  79. 
MARSH  :     Aids    in    United    States 

History,  314. 
Marshall,  John,  230-234. 
Marshall,  T.  P.,  113. 
Martin  &  Hoyt  Co.,  253. 
Maryland,  73. 
"Maryland,    My    Maryland,"    21, 

248. 

M ary  Lyon,  Life  of,  94. 
MASON  :  Illinois  History,  72. 


Massachusetts,  73. 

Mast,  Crowell  &  Kirkpatrick,  66. 

MATHER:  The  Making  of  Illinois, 
72. 

MAURY  :  History  of  Virginia,  77,  93. 

MAXWELL  (H.) :  History  of  West 
Virginia,  77. 

Maxwell,  W.  H.,  185. 

MEAD  :   Old  South  Leaflets,  254. 

Meaning  of  History,  313. 

MEANT  :  History  of  the  State  of 
Washington,  77;  United  States 
History,  91. 

Mechanics  and  dynamics  in  educa 
tion,  184. 

MEEKER  :  Puget  Sound,  77. 

Memory  in  history  study,  179,  263- 
270. 

Mentor  pictures,  168. 

Men  Who  Made  the  Nation,  90. 

Men,  Women,  and  Manners  in 
Colonial  Times,  95. 

Messages  and  Papers  of  the  Presi 
dents,  254. 

Method  books,  use  of,  101,  102. 

Method  in  History,  142,  314. 

Methods  for  the  grades  sum 
marized,  98-105. 

Methods  in  high  school,  111-113. 

Methods  in  normal  schools,  54-59, 
114-125,  286,  288,  308,  309,  318- 
324. 

Methods  of  Teaching  and  Studying 
History,  313. 

Michie  Co.,  72,  78. 

Michigan,  47,  73. 

Miles,  C.  A.,  247. 

MILES  :   Champlain  in  Canada,  81. 

Millar,  S.  R.,  269. 

MILLER  :  Cincinnati's  Beginnings, 
75  ;  History  of  Montana,  74. 

Miller,  Joaquin,  257. 

Mills,  S.  J.,  92. 

Minis,  Edwin,  91,  184. 

MIMS  :  Southern  Prose  and  Poetry, 
91. 

Minerals,  80,  82. 


340 


INDEX 


Minister's  Wooing,  28. 

Minnesota,  73. 

Missions  and  Social  Progress,  96. 

Mississippi,  73. 

Mississippi  Valley,  Pioneers  of  the, 
67. 

Missouri,  74. 

MITCHELL  (B.) :  Cortes,  Monte- 
zuma,  and  Mexico,  80. 

MITCHELL  (S.  W.) :  Hugh  Wynne, 
27. 

Modern  Age,  The,  84. 

Modern  Elementary  Education,  94. 

Modern  History,  84. 

Modern  Methods  for  Teachers,  311. 

Moffat,  Yard  &  Co.,  65. 

Montana,  74. 

Montcalm  and  Wolfe,  87. 

MONTGOMERY  (D.  H.)  :  Beginner's 
American  History,  86. 

MONTGOMERY  (H.  B.)  :  Western 
Women  in  Eastern  Lands,  93. 

MOORE  (J.  R.  H.) :  Industrial  His 
tory,  89. 

MOORE  (N.) :  From  Colony  to 
Commonwealth,  86. 

Moral  Instruction  of  Children,  141. 

Moral  values  of  history,  3-6,  23, 
42-44,  104,  145-148,  323. 

Mormons,  28. 

MORRISON  :  Steam  Navigation,  78. 

Morse,  S.  F.  B.,  79,  89. 

"Mortality  in  History  Examina 
tions,"  211. 

Mother  of  Washington,  97. 

Motion  pictures  for  teaching  his 
tory,  158,  159. 

MOYER:  "Suggestions  for  Begin 
ners,"  59. 

MUNFORD:   Virginia's  Attitude,  91. 

MURFREE  :  Despot  of  Broomsedge 
Cove,  27. 

MURRAY  :  Elizabeth-Town,  74. 

MURRAY  (J.  O.) :  Francis  Wayland, 
97. 

Museum  for  history  study  in  schools, 
25,  53,  103,  163,  164,  323. 


Music  and  art  as  related  to  history, 

21,  22,  28,  29. 
Mutual  confidence  between  teacher 

and  pupil  desirable,  318,  319. 
My  Day,  97. 
MYERS  :  History  as  Past  Ethics,  29  ; 

The  Modern  Age,  84. 

Napoleon,  147. 

National  Alumni,  30. 

National  and  state  songs,  244-250 , 
323. 

National  Education  Association, 
185,  310,  311,  313,  315. 

Nationalities,  variety  of,  in  America, 
155. 

Natural  science  as  related  to  his 
tory,  24,  25. 

Neale  Co.,  76. 

NEARING  :  Economics,  30. 

Neatness  a  value  in  history  exer 
cises,  289,  324. 

Nebraska,  74. 

NEILL  :  History  of  Minnesota,  73. 

Nelson,  Admiral,  154. 

Nevada,  71,  74. 

New  England,  27. 

New  Hampshire,  74. 

New  History,  The,  315. 

New  Jersey,  74. 

New  Mexico,  70,  74. 

Newport,  28. 

New  Practical  Reference  Library, 
315. 

New  Testament  Story,  65. 

New  York,  27,  47,  75. 

New  York  City,  45. 

NICHOLS  :  Life  of  Lincoln,  66. 

NIDA  :  Dawn  of  American  History  in 
Europe,  68,  83,  177,  286. 

Nineteen  Centuries  of  Missions, 
94. 

Normal  school  work  in  history,  54- 
59,  114-125,  256,  286,  291-309. 

North  Carolina,  75. 

Northwest  Passage,  81. 

Notable  dates,  240-243,  265-267. 


INDEX 


341 


Notebooks  in  history  study,   175, 

279-290. 
Note-taking,  methods  of,  287,  288, 

317. 
NUNNBT  :   Holiday  Program,  64. 

OBEK  :    Biographies  of  Columbus, 

De  Soto,  and  others,  80,  81. 
Observation  work,  119,  120,  288. 
Odyssey,  The,  141. 
OGQ  :    Opening  of  the  Mississippi, 

91 ;   Source  Book,  84. 
Oglethorpe,  James,  79. 
Ohio,  75. 
Oklahoma,  75. 
Old  Creole  Days,  27. 
Old  Dominion,  Stories  of  the,  66. 
"Old  Kentucky  Home,"  248. 
Old  New  England,  65. 
Old  North  Church,  254. 
"Old  North  State,"  249. 
Old  South  Church,  254. 
Old  South  Leaflets,  254. 
Old  Steamboat  Days  on  the  Hudson, 

78. 

Old  Stories  of  the  East,  65. 
Old  Testament  stories,  141. 
Old  Times  in  the  Colonies,  95. 
"Old  Virginia,"  song,  248. 
Old  World  history,  62. 
OLMSTED  :   The  Cotton  Gin,  85. 
"Olympian  calm,"  173. 
OMAN  :  Study  of  History,  314. 
One  Hundred  and  One  Best    Songs, 

248. 

Opening  of  the  Mississippi,  91. 
Oregon,  75. 
Oregon  boundary,  27. 
Originality  in  method,  101,  270,  321. 
Originality  in  teacher  appreciated, 

324. 
Origin  and  Growth  of  the  American 

Constitution,  96. 
OBR:  Pageants,  160. 
Osceola,  85,  86. 
OSGOOD  :     American   Colonies,    84  ; 

Research  in  History,  314. 


Our  Country  in  Poetry  and  Song,  27. 
Our  Country's  Story,  70,  83. 
Our  Republic,  89. 
Outline  of  Historical  Method,  312. 
Outline  of  the  history  field,  51. 
Outlines  of  Economics,  30. 
Outlines  of  General  History,  84,  287. 
OVERTON  :      The    Evangelical    Re 
vival,  96. 
Oxford  Press,  312,  314. 

Page,  David  P.,  92,  97. 

Page  (L.  C.)  &  Co.,  28. 

PAGE  :  Red  Rock,  27. 

Pageants  and  Pageantry,  160. 

Pageants,  historical,  159,  160. 
See  also  "Pageants  and  Local 
History,"  in  History  Teacher's 
Magazine,  November,  1914,  and 
"The  Virginia  Pageant,"  in  the 
Alumni  Bulletin,  October,  1909. 

PALMER  :  History  of  Lake  Cham- 
plain,  75. 

PANCOAST  :  American  Literature,  26, 
91. 

PARKER  :  Modern  Elementary  Edu 
cation,  94. 

PARKMAN  :  A  Struggle  for  a  Conti 
nent,  85,  87 ;  Conspiracy  of  Pon- 
tiac,  87 ;  Montcalm  and  Wolfe, 
87  ;  Pioneers  of  New  France,  85. 

PARSONS  :    Making  of  Colorado,  71. 

Past  vital  in  the  present,  8,  9. 

Pathfinders  of  the  West,  90. 

PAYNE  :  Southern  Prose  and  Poetry, 
91. 

Peace  Day,  80,  81,  248. 

Peace  ideals  preferred,  44,  131,  132. 

Peace  in  the  Schools,  311. 

Peace  League,  American  School,  81, 
141. 

Peace,  productiveness  of,  13-15. 

Pedagogy  of  History,  313. 

Penn,  William,  79,  128,  156. 

Perm's  Founding  of  Philadelphia, 
81. 

Pennsylvania,  75,  76. 


342 


INDEX 


Pennsylvania-German  Society,  91. 

PERRY  :  American  History,  83 ; 
Four  American  Indians,  86 ; 
Four  American  Inventors,  79,  89, 
301 ;  Four  American  Pioneers, 
67. 

Perry  pictures,  67,  168. 

PERSINGER  :  A  Source  History,  253. 

Personal  forces  in  history,  145-148, 
256. 

Personality  of  the  teacher,  impor 
tance  of,  33-35,  182-188,  322-324. 

"Personal  Power  of  the  Teacher," 
185. 

"Personal  Touch  in  Teaching," 
185. 

Peter  the  Great,  147. 

PHELAN  :  School  History  of  Ten 
nessee,  76. 

PHELPS  :  David  P.  Page,  97. 

Philadelphia,  45,  76. 

PHILLIPS  (J.  H.) :  History  and 
Literature  in  Grammar  Grades,  28. 

PHILLIPS  (U.  B.) :   Georgia,  71. 

"Phostint  Journeys,"  168. 

PICKETT  :  History  of  Alabama, 
Georgia,  and  Mississippi,  73. 

Picture  contest,  278. 

Picture  Study,  29. 

Pilgrims,  69. 

Pilgrims  and  Puritans,  28,  65. 

Pilgrims  in  1636,  27. 

Pioneer  house-building,  295-301. 

Pioneer  life,  47,  67. 

Pioneer  Mothers  of  America,  97. 

Pioneers  of  New  France,  85. 

Pioneers  of  the  Mississippi  Valley, 
93. 

Pioneers  on  Land  and  Sea,  81. 

Pitcher,  Molly,  148. 

Place  of  History  in  Education,  310. 

Place  of  the  Story  in  Early  Educa 
tion,  142. 

Plea  (A)  for  the  Historical  Teaching 
of  History,  312. 

Plymouth  Rock  Day,  79,  80. 

Pocahontas,  69,  156,  158. 


Poe,  E.  A.,  88. 

Poems  of  American  History,  27. 

Poems  on  American  history,  20,  21, 

27. 

Poetry  and  fiction  as  an  aid  to  his 
tory,  19-21,  27,  28. 
Poets  of  America,  91. 
Pokahontas,  27. 
Ponce  de  Leon,  156. 
Pontiac,  85,  86. 
POWELL:     History    of   the    United 

States,  83. 
POWERS:    Stories  of  Indian  Days, 

64. 

Prang  Co.,  28. 
PRATT  :    American  History  Stories, 

81,   86;     Colonial   Children,   93; 

De     Soto,     Marguette,     and    La 

Salle,  80. 
PRATT  (M.  L.) :    America's  Story, 

83  ;    Foundations  of  the  Republic, 

86. 
"Preparation  for  the  High  School 

Teacher  of  History,"  113. 
"Present  Tendencies  in  High  School 

History  Teaching,"  113. 
Presidents  in  mnemonics,  269. 
"Previews"  in  directing  study,  179, 

180. 

PRICE  :   American  History,  83. 
Primary   grade   lesson   plan,    293- 

301. 
Primary     History    of    the     United 

States,  88. 

Primitive  life,  47,  67. 
Primitive  Life  Series,  30. 
Princeton  University  Press,  77. 
Principles  of  History,  310. 
Priscilla  Alden,  69,  156. 
Problems    of    Historical    Societies, 

312,  315. 

Professional  bibliography,  310-316. 
Professional    function    of    normal 

schools,  114-117. 
Progressive  Pennsylvania,  82. 
Protestant  Missions,  History  of,  96. 
Provincial  America,  95. 


INDEX 


343 


PRYOB:    My  Day,  97;    Mother  of 

Washington,  97. 
Public  School  Publishing  Co.,  69, 

315. 

Public  spirit,  23. 
Puget  Sound,  77. 
Puritans,  69,  155,  157. 
PUTNAM  :  Life  of  Lincoln,  66. 
Putnam's  Sons,  90,  97. 

Queen  Elizabeth,  69. 

Question  box,  277. 

Question  lists,  277. 

Questions,  framing  and  using,  212- 

224. 

Questions,  keys  to  souls,  222,  223. 
Quiz  papers,  225-234. 
Quotations  and  summaries,  284. 

Railroads,  82. 

Railroads  of  the  United  States,  78. 

Railroads,  their  Origin  and  Problems, 
78. 

Raleigh,  Walter,  69,  81. 

Ramona,  27. 

RAMSAY  :  History  of  South  Caro 
lina,  76. 

RANDALL:  Conspiracy  of  Pontiac, 
87. 

Rand  McNally  &  Co.,  30,  85,  88. 

RAVENEL  :  Eliza  Pinckney,  97 ; 
Charleston,  76. 

Reasons  for  studying  history,  1-6. 

Reconstruction,  27,  87,  90. 

Reconstruction,  History  of,  90. 

"Reconstruction  of  History  Teach 
ing,"  9. 

"Red  Old  Hills  of  Georgia,"  249. 

Red  Rock,  27. 

Relation  between  history  and  litera 
ture,  17-21,  26-28,  314. 

Relation  of  Education  to  Democratic 
Government,  315. 

"Relation  of  Geography  to  His 
tory,"  26,  315,  316. 

RENOUF  :  Outlines  of  General  His 
tory,  84,  287. 


Report  on  United  States  History 
since  1865,  316. 

Reports  on  History,  311. 

Representative  Cities,  26. 

Research  in  Colonial  and  Revolu 
tionary  History,  314. 

Research  in  Southern  History,  316. 

Revell  Co.,  65,  93,  94,  96. 

Revere,  Paul,  132. 

Reviewing  a  history  textbook,  316, 
317. 

Revolutionary  War,  27,  85,  86. 

REYNOLDS  :  Makers  of  Arkansas, 
70. 

RHEA  :  Martyn  and  Mills,  94. 

Rhode  Island,  76. 

RICE  :   History  and  Literature,  314. 

Richards,  Ellen,  92,  94. 

RICHARDSON  :  Messages  of  the  Pres 
idents,  254. 

Riley  &  Chandler,  89. 

RILEY:  History  in  the  High  School, 
315  ;  Our  Republic,  89. 

Rise  of  American  Nationality,  95. 

Rise  of  the  New  West,  91. 

Robert  Hayne  and  His  Times,  91. 

Robin  Hood,  159. 

ROBINSON:  History  of  South  Da 
kota,  71. 

ROBINSON  (J.  H.)  :  European  His 
tory  in  the  College,  315 ;  History 
of  Western  Europe,  84 ;  The  New 
History,  315. 

ROCHELEAU  :  Great  American  In 
dustries,  30,  79,  82,  84,  89. 

Roger  Williams,  76. 

Romance  of  the  Civil  War,  253. 

ROOSEVELT:  "History  as  Litera 
ture,"  19,  315;  Winning  of  the 
West,  89. 

Ross,  Betsy,  158. 

Ross :  Foundations  of  Sociology,  30. 

ROTTILLION  :  Economics  of  Manual 
Training,  31. 

Ruebush-Kieffer  Co.,  249. 

Rules  for  remembering  dates,  238, 
239. 


344 


INDEX 


Rumsey,  James,  69,  78,  304. 
Russian  Hymn,  247,  248. 

SABIN  :   The  Making  of  Iowa,  72. 

SACHSE  :   Wayside  Inns,  91. 

Salyards,  Joseph,  183. 

SANBOKN  :  New  Hampshire,  74. 

SANFORD  :  History  of  Connecticut,  71. 

SANGSTER  :   The  Story  Bible,  65. 

SCHARF  :  History  of  Delaware,  71 ; 
History  of  Maryland,  73 ;  His 
tory  of  Philadelphia,  76. 

School  Methods  Co.,  314. 

School  Song  Book,  249. 

"Scientific  Book-Marking,"  317. 

Scott,  Foresman  &  Co.,  26,  83. 

SCOTT  :  New  Jersey,  74. 

Scott,  Walter,  quoted,  173. 

Scribner's  Sons,  28,  64,  65,  70,  75, 
79,  81,  83,  84,  86-92,  96,  97,  312. 

SCUDDER  :  Nineteen  Centuries  of 
Missions,  94. 

SCUDDER  (H.  E.)  :  George  Wash 
ington,  66. 

SEAGER  :  Economics,  30. 

SEARS  :   American  Literature,  89. 

Seattle  history  tests,  200. 

Seat  Work,  30. 

Secondary  School  Studies,  315. 

SEIGNOBOS  :  The  Study  of  History, 
314. 

Select  Documents,  254. 

Selections  from  Sources,  253. 

Selections  from  Southern  Orators, 
253. 

SEMPLE  :  Geographic  Conditions, 
26 ;  Geographic  Environment,  26. 

Seven,  Committee  of,  110,  312,  315. 

SEVERANCE  :  Historical  Societies, 
315. 

Sewanee  Review,  317. 

SEWARD  :  Note-Taking,  317. 

SEXTON  :   Stories  of  California,  71. 

Shakespeare's  dramas,  20. 

SHALER  :  Story  of  Our  Continent,  26. 

SHAMBURG  :  Iowa  Biographical 
Series,  72. 


SHAW:    Discoverers  and  Explorers, 

81. 
SHELDON  :    History  and  Stories  of 

Nebraska,  74 ;    History  of  Michi 
gan,  73. 

Sheldon  Jackson,  Life  of,  94. 
SHEPARD  :   History  of  St.  Louis  and 

Missouri,  74. 
"Sherman  Act,"  206. 
Shoemaker,  Blanche,  160. 
Short     History     of    the     American 

People,  89. 
Short  History  of  the  United  States, 

95. 
SHOTWELL:       "Interpretation     of 

History,"  16. 
Significance   of  American   History, 

316. 
Silver,  Burdett  &  Co.,  26,  29,  64, 

65,  67,  77,  90,  249,  312. 
SIMMS  :    History  of  South  Carolina, 

76 ;   Lily  and  Totem,  27. 
Simplicity  in  method,  35-37. 
SIOUSSAT  :  Historical  Societies,  315 ; 

"History    in    the    High    School 

Curriculum,"  106. 
SKINNER  :    Explorers  and  Founders 

of  America,  68,  80. 
SLOANE  :  The  French  War,  87. 
Slow  reading,  176,  180. 
Smith  &  Lamar,  76. 
Smith,  Captain  John,  69,  156,  158. 
SMITH  :    History  of  Kentucky,  72 ; 

Making  of  Wisconsin,  78  ;   Spirit 

of  American  Government,  96. 
Social  and  Political  Pioneers,  151. 
Social  Christianity  in  the  Orient,  96. 
Social  Ethics,  29. 
Social  Life  of  the  South,  95. 
Social  Life  of  Virginia  in  the  Seven 
teenth  Century,  95. 
Sociology  as  related  to  history,  23, 

39. 

Sociology,  Its  Simpler  Teachings,  29. 
Socrates  as  a  teacher,  184. 
Soil  Products,  84. 
Songs  and  Ballads,  27. 


INDEX 


345 


Songs  for  School  and,  Flag,  249. 
Songs,  national  and  state,  244-250. 
Songs  of  Blue  and  Gray,  27. 
Songs  of  the  Nation,  249. 
Songs  of  the  People,  249. 
Source-Book  of  American  History, 

84,  93,  253. 
Source  Book  of  Mediaeval   History, 

84. 
Source  History  of  the  United  States, 

253. 
Source  Readers  in  American  History, 

253. 

South  Carolina,  76. 
SOUTH  :  Our  Country  in  Poetry  and 

Song,  27. 
Southern  Educational  Association, 

315. 

Southern  Orators,  91. 
Southern  Prose  and  Poetry,  91. 
Southern  Publication  Society,  95. 
Spanish  in  the  Southwest,  80. 
SPARK  :  Men  Who  Made  the  Nation, 

90. 
SPARKS  :   Relations  of  Geography  to 

History,  315. 
Special  Method  in  History,  28,  142, 

314. 
SPEER  :   Young  Men  Who  Overcame, 

94. 
Spelling  contest  in  history  study, 

273. 

Spirit  of  American  Government,  96. 
SPRING  :  Kansas,  72. 
Stage-Coach  and  Tavern  Days,  95. 
Standish,  Miles,  156. 
STARR  :   American  Indians,  86. 
"Star-Spangled  Banner,"   21,  173, 

245,  246. 

Startling  questions,  220,  221. 
State  and  Local  Historical  Societies, 

315. 

Statesmen  of  the  Old  South,  91. 
Steam,  story  of,  69,  82. 
Steamboat,  invention  of  the,  301- 

304. 
Steamboats,  69,  78,  82. 


STEDMAN  :      American     Literature, 

254  ;  Poets  of  America,  91. 
STEPHENSON  :     An  American  His 
tory,  93. 
Steps    of    struggle    in    American 

history,  266. 
Stereographs    and    lantern    slides, 

168. 
STEVENS  :    History  of  Georgia,  71 ; 

Oglethorpe's  Settlement  of  Georgia, 

81. 
STEVENSON  :     Poems   of  American 

History,  27. 
STEWART   (M.)  :     Tell  Me  a   True 

Story,  65;    The  Shepherd  of  Us 

All,  65. 

STEWART  (R.  L.)  :    Sheldon  Jack 
son,  94. 

St.  John's  Church,  254. 
St.  Louis,  74. 
Stokes  (F.  A.)  Co.,  28. 
STONE  :  Days  and  Deeds,  84 ;   Life 

in  the  Colonies,  86. 
Stories    and    Poems    with    Lesson 

Plans,  142. 

Stories  and  Story-Telling,  141. 
Stories  from  English  History,  70. 
Stories  from  the  Bible,  65. 
Stories  in  history -teaching,  10,  11, 

52,  53,  63,  67,  100,  126-142,  294- 

301. 

Stories  of  American  Explorers,  81. 
Stories  of  Colonial  Children,  93. 
Stories  of  Early  American  History, 

83. 

Stories  of  Great  Americans,  67. 
Stories  of  Heroism,  88. 
Stories  of  Indian  Days,  64. 
Stories  of  Industry,  82. 
Stories  of  Old  New  England,  69. 
Stories  of  Our  Authors,  89. 
Stories  of  the  Blue  and  the  Gray,  89. 
Stories    of    the    United    States    for 

Youngest  Readers,  80. 
Stories  of  Useful  Inventions,  88. 
Story  Bible,  65. 
Story  of  American  History,  85. 


346 


INDEX 


Story  of  cotton,  82,  85. 

Story  of  Europe,  83. 

Story  of  Franklin,  89. 

Story  of  Lafayette,  86. 

Story  of  Our  Continent,  26. 

Story  of  Our  English  Grandfathers, 

69. 

Story  of  steam,  69,  78,  82. 
Story  of  the  Great  Lakes,  84. 
Story  of  the  Great  Republic,  86. 
Story  of  the  Old  North  State,  70. 
Story  of  the  Thirteen  Colonies,  86. 
Story  of  Washington,  66. 
Story-teller,   desirable   qualities   in 

the,  103,  140. 
Story-Teller's  Art,  141. 
Story-Teller's  Magazine,  142. 
Story-telling,  aids  to,  103,  140,  166. 
Story-telling    in    history-teaching, 

99,  100,  126-141,  153,  294-301. 
STOWE  :   Minister's  Wooing,  28. 
STRATER:     The    Teaching   Process, 

307. 

Struggle  for  a  Continent,  85,  87. 
STRYKER  :  Martyn  and  Mills,  94. 
STUART:    Josephine   Shaw   Lowell, 

97. 
Student's    History    of    the     United 

States,  87,  93. 

Studies  in  American  History,  310. 
Studies  in  Education,  311. 
Studies  in  Historical  Method,  310. 
Studies  in  the  Teaching  of  History, 

313. 

Study  of  History,  314. 
Study  of  History  in  Schools,  315. 
Study    of    History    in     Secondary 

Schools,  312. 
Study  of  History  in  the  Elementary 

Schools,  312,  313. 
Study  of  History  of  Music,  28. 
Sturgis  &  Walton,  94. 
Stuyvesant,  Peter,  79,  156. 
Subjective  values  in  history,  124, 

221-224. 

Successful  Americans,  94. 
Successful  Women,  97. 


"Suggestions  for  Beginners,"  59. 

SUTCLIFFE  :    Robert  Fulton,  79. 

SUTHERLAND  :  Teaching  of  Geog 
raphy,  26. 

SYDENSTRICKER  :  History  of  Vir 
ginia,  77. 

Syllabus  of  History  Work  in  First 
Grade,  30. 

SYLVESTER;  Reference  Library,  315. 

SWANK  :  Iron  in  All  Ages,  82 ; 
Progressive  Pennsylvania,  82. 

Swann,  Sonnenschein  &  Co.,  151. 

SWEET:  Grandfather's  Tales,  83; 
Grandmamma's  Tales,  93  ;  Stories 
of  Blue  and  Gray,  89. 

Tabard  Inn  Book  Co.,  20. 

TAFT  :  Relation  of  Education  to 
Democratic  Government,  315. 

Taft,  W.  H.,  248. 

TALKINGTON:  History  and  Civics, 
315. 

TAPPAN  :  American  Hero  Stories, 
66,  80,  94  ;  England's  Story,  70  ; 
Our  Country's  Story,  70,  83. 

TARBELL  :   Abraham  Lincoln,  91. 

Taylor,  Bayard,  88. 

TAYLOR  (H.)  :  The  American  Con 
stitution,  96. 

TAYLOR  (W.  M.) :  Bible  Biogra 
phies,  65. 

Teachers'  Magazine,  81. 

Teaching  Children  to  Study,  181. 

"Teaching  Local  History,"  262. 

Teaching  of  Civics,  310. 

Teaching  of  Geography,  26. 

Teaching  of  History  (Adams),  310. 

Teaching  of  History  (Hartwell),  313. 

Teaching  of  History  (Jaeger),  313. 

Teaching  of  History  and  Civics,  311. 

Teaching  the  Common  Branches,  311. 

Tecumseh,  85,  86. 

Telling  in  teaching,  183,  184. 

Ten,  Committee  of,  315. 

Tennessee,  27,  76. 

Tennyson,  quoted,  44. 

Texas,  76. 


INDEX 


347 


Textbooks    as    impediments,    172, 

173,  180,  190,  192,  193,  320,  321. 
Textbooks,  use  of,  49,  50,  98,  99, 

101,  102,  111,  119,  308-317. 
THACKERAY  :  The  Virginians,  28. 
The  Recitation,  224. 
THOMAS:    History  of  Pennsylvania, 

76. 

THOMPSON  :   Story  of  Louisiana,  72 . 
THOMPSON    (W.)  :     History   of   the 

United  States,  89. 
THORPE  :   Constitutions,  254. 
Through  Colonial  Doorways,  93. 
THWAITES  :    Life  of  Daniel  Boone, 

67  ;   Story  of  Wisconsin,  78  ;    The 

Colonies,  85. 
TIFFANY  (F.)  :  Dorothea  Lynde  Dix , 

97. 
TIFFANY   (N.   M.) :    Pilgrims  and 

Puritans,  28,  65. 
Time    allowed    for    history    study 

inadequate,  201-203. 
TITTLE  :   Colonial  Holidays,  78. 
TODD:    Story  of  the  City  of  New 

York,  75. 

Topical  Studies  in  American  His 
tory,  310. 

Topics,  lists  of,  282,  283. 
Tories,  27. 

Touching  in  teaching,  183,  184. 
TRAINER  :   How  to  'Teach  and  Study 

United  States  History,  315. 
Transportation,  79. 
Travel,  value  of  in  history  study, 

167,  168. 
Travels  through  North  America,  95, 

255. 

Trenholme,  N.  M.,  113. 
TRENT  :   American  Literature,  26. 
Trinity  Church,  254. 
Triumphs  and  Wonders  of  the  19th 

Century,  30. 

Trivium  and  Quadrivium,  268. 
TUFTS  :   Ethics,  29. 
TURNER    (F.    J.)  :     Geography   and 

History,  316;    Guide  to  American 

History,  28,  68,  311 ;    Rise  of  the 


New  West,  91;  The  West  as  a 
Field  for  Historical  Study,  316. 

TURNER  (F.  M.) :  Life  of  John 
Sevier,  76. 

TURPIN  :  A  Short  History,  89. 

TUTTLE  :  History  of  Wisconsin,  78. 

Twenty  Years  at  Hull  House,  97. 

TWITCHELL  :  History  of  New  Mex 
ico,  74. 

Two  Algonkin  Lads,  64. 

TYLER  :  Southern  History,  316. 

United  States  History  for  Schools,  91. 
United   States    (The) :     Its   History 

and  Constitution,  96. 
Unity  of  history,  8,  9. 
University  of  Virginia,  185,  225, 

226. 

University  Publishing  Co.,  74. 
Utah,  77. 

VALENTINE  :     Dutch    Settlement    of 

New  York,  81. 
Van  Dyke,  Henry,  247. 
VAN  TYNE  :    History  of  the  United 

States,  89. 

VARNEY  :   History  of  Maine,  73. 
Vastness  of  history,  11,  12,  201,  202. 
Vermont,  77. 
Vespucius,  81. 
Vikings  of  the  Pacific,  81. 
VINCENT:   Historical  Research,  316. 
Violette,  E.  M.,  103. 
Virginia,  27,  47,  70,  73,  77. 
Virginian,  The,  28. 
Virginians,  The,  28. 
Virginia's  Attitude  toward  Slavery 

and  Secession,  91. 
Vitality  of  history,  12,  39,  40. 
Volturno,  story  of  the,  136-140. 

Wabash  Publishing  House,  30. 
WALKER  :    Making  of  the  Nation, 

87,  96. 
WALLACE  :    Boyhood  of  Christ,  65  ; 

The   Fair   God,    28;     The   First 

Christmas,  65. 


348 


INDEX 


War,  destructiveness  of,  13-15. 
Warfare  of  Science  with  Theology,  30. 
WARNECK  :  Protestant  Missions,  96. 
Washington  City,  45. 
Washington,    George,    63,    66,    89, 

91,  128,  149,  153,  296. 
Washington,  Mary,  92. 
Washington,  state  of,  77. 
Water  Witch,  27. 

Watt  Improves  the  Steam  Engine,  78. 
Wayland,  John  W.,  317. 
Wayside  Inns  between  Philadelphia 

and  Lancaster,  91. 
Webster,  Daniel,  66,  89. 
WEEDEN  :   Early  Rhode  Island,  76. 
WELSH  :    Colonial  Days,  73. 
WERTENBAKER  :      Virginia    Under 

the  Stuarts,  77. 
Wesley,  John,  147. 
Wessels  Co.,  95,  255. 
West,  A.  F.,  185. 
WEST  :   Modern  History,  84. 
West  (The)  as  a  Field  for  Historical 

Study,  316. 
West  Virginia,  77. 
"West  Virginia  Hills,"  248. 
WESTCOTT  :     History    of   Philadel 
phia,  76. 

Western  Europe,  History  of,  84. 
Western  United  States,  The,  26. 
Western  Women  in  Eastern  Lands, 

93. 
WHARTON  :      Colonial     Days     and 

Dames,    94 ;      Through    Colonial 

Doorways,  93. 
Wharton,  M.  B.,  247. 
What  Children  Study  and  Why,  312. 
What  is  History?  313. 
"Where  the  Flag  is  Full  of  Stars," 

247. 

Whitcomb  &  Barrows,  94. 
WHITE  (A.  D.)  :  Warfare  of  Science, 

30. 

White,  Elizabeth  B.,  68,  262. 
WHITE  (H.  A.) :  Beginner's  History, 

86. 
White's  notebook,  290. 


Whitefield,  George,  96. 

Whitman,  Marcus,  21,  156. 

Whitney,  Eli,  79,  89,  156,  228,  302. 

WHITNEY  :  Four  American  In 
dians,  86  ;  History  of  Utah,  77. 

Whittet  &  Shepperson,  95. 

Whittier,  J.  G.,  88. 

"  Who's  Who  in  America?  "  272. 

Wickersham,  J.  P.,  92. 

Wigwam  Stories,  64. 

WILDER  :   Annals  of  Kansas,  72. 

WILKES  :   History  of  Oregon,  75. 

Willard,  Frances,  92. 

WILLIAMS  (E.  B.)  :  Seat  Work,  30. 

Williams,  Roger,  79. 

WILLIAMS  :  Songs  and  Ballads,  27  ; 
Songs  of  Blue  and  Gray,  27. 

WILLIAMS  (S.)  :  Early  New  York 
History,  75 ;  Successful  Ameri 
cans,  94. 

WILLIAMS  (W.  H.)  :  Lessons  in  Art, 
29. 

WILLIAMSON  :  History  of  Maine,  73. 

WILLIAMSON  (M.  L.)  :  Life  of  Lee, 
66. 

WILSON  (L.  L.  W.) :  History 
Reader,  28 ;  Picture  Study,  29. 

WILSON  (W.) :  Division  and  Re 
union,  91,  305  ;  George  Washing 
ton,  66  ;  History  of  the  American 
People,  305 ;  Significance  of 
American  History,  316. 

WILTSE  :  The  Story  in  Early  Edu 
cation,  142. 

Winners  of  the  World,  93. 

Winning  of  the  West,  89. 

Winning  of  the  Far  West,  90. 

WINSHIP  :  Great  American  Educa 
tors,  94. 

WINSOR:   Sir  Francis  Drake,  81. 

WINTERBURN  :  The  Spanish  in  the 
Southwest,  80. 

WINTHROP  :  John  Brent,  28. 

Wisconsin,  78. 

WISTER  :    The  Virginian,  28. 

WOODBURN  :  American  History  and 
Government,  29 ;  American  Ora- 


INDEX 


349 


tions,  254;  Report  on  United 
States  History,  316. 

Woodley,  O.  I.,  quoted,  42. 

Woman  in  the  Making  of  America, 
97. 

Women  in  history,  129. 

World's  Work  quoted,  13,  14. 

WRIGHT  (C.  D.)  :  Industrial  Evolu 
tion,  91. 

WRIGHT  (H.  C.)  :  Children's  Stories 
of  American  Progress,  79,  89. 


Wright  &  Potter  Co.,  64. 
Writings     on     American     History, 

312. 

Written  quizzes,  225-234. 
Wyoming,  71,  74,  78. 

YOAKUM  :   History  of  Texas,  76. 
Young  Men  Who  Overcame,  94. 

Zane,  Elizabeth,  5,  158. 


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— Educational  Aims  and  Educational  Values.  Cloth,  12010,  vii  + 

221  pages $1.00 

HERRICK,  CHEESMAN  A.,  Ph.D.,  President  of  Girard  College, 
Philadelphia,  Pa.  Meaning  and  Practice  of  Commercial 
Education  (Com.  Ser.).  Cloth,  xv  + 3  78  pages $1.25 

HORNE,  HERMAN  HARRELL,  Assistant  Professor  of  Philosophy 
and  Pedagogy  in  Dartmouth  College.  The  Philosophy  of 
Education.  Cloth,  8vo,  xvii  +  305  pages $1.50 

— The  Psychological  Principles  of  Education.  Cloth,  i2mo,  xiii  + 

435  pages ^ $1.75 

— Idealism  in  Education.     Cloth,  i2mo,  xxi  +  183  pages     .     .     .  $1.25 

HOLTZ,  FREDERICK  L.,  A.M.,  Head  of  the  Model  School,  Brook 
lyn  Training  School  for  Teachers,  New  York  City.  Princi 
ples  and  Methods  of  Teaching  Geography.  Cloth,  i2mo,  xii 
+  359  Pages $1.10 

HOWELL,  HENRY  BUDD,  Ph.D.,  Instructor  New  York  Univer 
sity.  A  Foundational  Study  in  the  Pedagogy  of  Arithmetic. 
Cloth,  1 2mo,  xiii +  3  28  pages $1.25 

HUEY,  EDMUND  B.,  of  the  Western  University  of  Pennsylvania. 
The  Psychology  and  Pedagogy  of  Reading.  Cloth,  i2mo,  xvi 
+  469  pages $1.40 

JONES,  OLIVE  M.,  LEARY,  ELEANOR  G.,  and  QUISH,  AGNES  E. 
Teaching  Children  to  Study.  The  Group  System  applied. 
Cloth,  i2mo,  illustrated,  viii  +193  pages $0.80 

KILPATRICK,  VAN  EVRIE.  Departmental  Teaching  in  Elemen 
tary  Schools.  Cloth,  1 2mo,  xiii  +  1 30  pages $0.60 


BOOKS  FOR  TEACHERS  —  Continued 


KIRKPATRICK,  EDWIN  A.,  Principal  of  State  Normal  School, 
Fitchburg,  Mass.  Fundamentals  of  Child  Study.  Cloth, 
i2mo,  xxi  +  384  pages $1.25 

— Genetic  Psychology.     Cloth,  xv  +  373  pages $1.25 

KERSCHENSLEINER,  GEORG.  The  Idea  of  the  Industrial 
School.  Translated  from  the  German  by  Rudolf  Pintner. 
Cloth,  xii+ no  pages $0.50 

MACVANNEL,  JOHN  ANGUS,  Ph.D.,  Professor  of  the  Philosophy 
of  Education  in  Teachers  College,  Columbia  University.  Out 
line  of  a  Course  in  the  Philosophy  of  Education.  Cloth,  i2mo, 
ix  +  207  pages $0.90 

MANN,  C.  RIBORG,  Associate  Professor  of  Physics,  The  Univer 
sity  of  Chicago.  The  Teaching  of  Physics  for  Purposes  of 
General  Education.  Cloth,  i2mo,  xxv  +  304  pages  .  .  .  $1.25 

McKEEVER,  WILLIAM  A.,  Professor  of  Child  Welfare  in  the  Uni 
versity  of  Kansas.  Farm  Boys  and  Girls.  Cloth,  i2mo,  illus 
trated,  xviii  +326  pages  $1.50 

— Training  the  Boy.     Cloth,  i2mo,  illustrated,  xvi  +  368  pages      .  $1.50 

— The  Industrial  Training  of  the  Boy.     Cloth,  i2mo,  illustrated, 

viii  +  72  pages $0.50 

— Training  the  Girl.     Cloth,  i2mo,  illustrated,  xviii  +  337  pages  .  $1.50 

MONROE,  PAUL.      A  Text-book   in    the  History  of  Education. 

Cloth,  i2mo,  xxiii  +  277  pages $1.90 

— A  Source  Book  of  the  History  of  Education.     For  the  Greek  and 

Roman  Period.     Cloth,  8vo,  xiii  +515  pages $2.25 

O'SHEA,  M.  V.,  Professor  of  the  Science  and  Art  of  Education, 
University  of  Wisconsin.     Dynamic  Factors  in  Education. 
Cloth,  1 2mo,  xiii  +  320  pages $1.25 

— Linguistic  Development  and  Education.     Cloth,  i2mo,  xvii  + 

347  pages $1.25 

PARK,  JOSEPH  C.,  State  Normal  and  Training  School,  Oswego, 
New  York.  Educational  Woodworking  for  Home  and  School. 
Cloth,  i2mo,  illustrated,  xii  +210  pages $1.00 

PERRY,  ARTHUR  C.,  Jr.,  Ph.D.,  Principal  of  Public  School, 
No.  85,  Brooklyn,  N.Y.  The  Management  of  a  City  School. 
Cloth,  1 2mo,  viii  -f- 350  pages $1.25 

— Outlines  of  School  Administration.    Cloth,  i2mo,  viii  +452  pages  $1.40 

PYLE,  WILLIAM  HENRY,  Ph.D.,  Assistant  Professor  of  Educa 
tional  Psychology  in  the  University  of  Missouri.  The  Ex 
amination  of  School  Children.  Cloth,  i2mo,  v  +  70  pages  .  $0.50 

ROWE,  STUART  H.,  Professor  of  Psychology  and  the  History  of 
Education,  Training  School  for  Teachers,  Brooklyn,  New 
York.  The  Physical  Nature  of  the  Child.  Cloth,  i2mo,  vi  + 
211  pages $0.90 

ROYCE,  JOSIAH,  Professor  of  the  History  of  Philosophy  in  Har 
vard  University.  Outlines  of  Psychology.  Cloth,  i2mo, 
xxvii  +  392  pages $1.90 


BOOKS  FOR  TEACHERS  —  Continued 


SACHS,  JULIUS,  Ph.D.,  Professor ^  of  Secondary  Education  in 
Teachers  College,  Columbia  University.  The  American  Sec 
ondary  School  and  Some  of  its  Problems.  Cloth,  i2mo, 
xviii  +  295  pages $1.10 

SCHULTZE,  ARTHUR,  formerly  instructor  at  New  York  Univer 
sity  on  the  Teaching  of  Mathematics  in  Secondary  Schools. 
The  Teaching  of  Mathematics  in  Secondary  Schools.  Cloth, 
i2mo,  xx  +  370  pages  $1.25 

SISSON,  EDWARD  O.,  Ph.D.,  Professor  of  Education,  The  Univer 
sity  of  Washington.  The  Essentials  of  Character.  Cloth, 
i2mo,  xii  +  214  pages $1.00 

SMITH,  DAVID  E.,  Professor  of  Mathematics,  Teachers  College, 
Columbia  University.  The  Teaching  of  Elementary  Mathe 
matics.  Cloth,  i2mo,  xv  +312  pages $1.00 

SNEATH,  E.  HERSHEY,  Ph.D.,  LL.D.,  Professor  in  Yale  Uni 
versity  and  HODGES,  GEORGE,  D.D.,  D.C.L.,  Dean  of  the 
Episcopal  Theological  School,  Cambridge.  Moral  Training 
in  School  and  Home.  Cloth,  I2mo,  vii  +221  pages  .  .  .  $0.80 

STRAYER,  GEORGE  DRAYTON,  Ph.D.,  Professor  of  Educational 
Administration.  Formerly  Adjunct  Professor  of  Elementary 
Education,  Teachers  College,  Columbia  University.  A  Brief 
Course  in  the  Teaching  Process.  Cloth,  1 2mo,  xiv  +315  pages  $1.25 

STRAYER,  GEORGE  DRAYTON,  Ph.D.,  Professor  of  Educational 
Administration,  and  THORNDIKE,  EDWARD  L.,  Teachers 
College,  Columbia  University.  Educational  Administration — 
Quantitative  Studies.  Cloth,  i2mo,  xii  +  391  pages  .  .  .  $2.00 

TAYLOR,  JOSEPH  S.,  Ph.D.,  District  Superintendent  of  Schools, 
New  York.  Principles  and  Methods  of  Teaching  Reading. 
Cloth,  i2mo,  xiii  +  238  pages $0.90 

THORNDIKE,  EDWARD  L.,  Professor  of  Educational  Psychology 
in  Teachers  College,  Columbia  University.  Education:  A 
First  Book.  Cloth,  i2mo,  ix  +  292  pages $1.25 

WARD,  FLORENCE  ELIZABETH,  Professor  of  Kindergarten  Educa 
tion,  Iowa  State  Teachers  College.  The  Montessori  Method 
and  the  American  School.  Cloth,  i2mo,  illustrated,  xvi  -f- 
243  pages $1.25 

WAYLAND,  JOHN  W.,  Professor  of  History  and  Social  Science 
in  State  Normal  School,  Harrisonburg,  Va.  How  to  Teach 
American  History In  preparation 


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